Diversity and Equity in the Next Generation Science Standards: Focusing on Curriculum Development as Transformative and Social Action

• In Event: 52.030 - Using Next Generation Science Standards to Inform and Provide Equitable Instruction, Learning, and Assessments to Diverse Students

Abstract

Multicultural connections in science curriculum materials and the Next Generation Science Standards (NGSS Lead States, 2013) are virtually non-existent or speak very broadly without giving adequate attention to issues of diversity and equity. Preservice preparation programs and teacher professional development should include opportunities for teachers to acquire information about culture, pedagogical methods, and materials about ethnic and cultural diversity that can be used in the development of science curriculum materials. This knowledge will aid teachers to “critically examine existing paradigms of thought and practice to determine whether they can be modified to accommodate ethnic and cultural diversity, or if they need to be replaced” (Gay, 2000, p. 210).

Gay (2000) defines culturally responsive teaching as “using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them…It is culturally validating and affirming” (p. 29). Similarly, Ladson-Billings (1994) defines culturally relevant teaching as a means to “empower students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes” (p. 18). The goals of culturally responsive and culturally relevant teaching can be integrated in science education, especially in regards to science curriculum planning and teaching with preservice teachers (Author, 2011).

Likewise, Banks’ (2002) typology on multicultural curriculum reform is widely referenced as an approach for multicultural connections in curriculum. He discusses four approaches for integrating multicultural content into the school and university curriculum -- Contributions, Additive, Transformation, and Social Action. Banks contends that curriculum reform and teaching should focus more on transformative and social action approaches. In order to get to these levels, the researchers sought to gain knowledge on how teachers understood multicultural connections for curriculum reform, starting with the NGSS, making culturally relevant connections, and building toward higher levels of integration of multicultural connections.

Data was collected from preservice teachers in an elementary science methods course, and from inservice teachers who attended a 2-hour professional development workshop. The data consist of written comments from the presentation, lesson outlines, and researcher observations from small and whole group discussions. Data sources were analyzed for common themes (Charmaz, 2006). Researchers present ways in which teachers build understanding of curriculum development at levels one and two and then levels three and four of Banks’ typology. Teachers began the process by becoming familiar with the NGSS, then discussed ways to building relevancy, content learning, and curriculum planning towards interdisciplinary connections of science content to engage diverse students. The findings also reveal the challenges and successes of developing lesson outlines that address all levels of Banks’ typology. Implications are discussed in providing support, mainly in discussing examples that reflect levels three and four and providing additional resources typically outside the mainstream canon of science content for reaching transformative and social action approaches.

Authors

• Felicia Moore Mensah, Teachers College, Columbia University

• Denise Mahfood, Teachers College, Columbia University