Exploring Chinese Secondary Chemistry Teachers' Conceptions of Culturally Relevant Science Teaching Through a Short Intervention

• In Event: AERA Poster Session 13
  In Poster Session: Division K Section 1 Poster Session 1

Abstract

This study explored Chinese secondary chemistry teachers’ conceptions and concerns related to culturally relevant pedagogy and how an intervention focusing on culturally relevant science teaching influenced their conceptions. Seventy-nine secondary chemistry teachers from various background participated in the study. Results show that the intervention had a positive influence on these teachers’ conceptions of culturally relevant teaching. This intervention raised their awareness of the role of students’ cultural background in science teaching. They have developed specific ideas for teaching culturally relevant science, such as getting to know their students’ background, community-based inquiry, and integrating Chinse science achievement and Chinese scientists into the chemistry curriculum. They also shared their concerns about implementing culturally relevant teaching.

Author

• Xinying Yin, California State University - San Bernardino