Preservice Teachers' Perspectives on Making Science Lessons Culturally and Socially Relevant (Poster 35): SIG-Science Teaching and Learning, Stage 2, 2:18 PM

• In Event: e-Lightening Ed-Talk Session 12 - Stage 2

Abstract

This study investigates preservice elementary teachers' (PSTs) perspectives on integrating cultural and social relevance into science lessons, examining their perceptions, challenges, and impact on, especially emergent bilinguals. Utilizing the “Language Rich Science” framework framework, which stresses Asset-Based Beliefs, Language and Literacy Development, and Contextualized Science Learning, the research employed Design-Based Research (DBR) methodology. Analysis of lesson plans, reflections, and interviews revealed that PSTs greatly appreciate these practices for connecting science to students' lives and interests, addressing societal issues, and fostering advocacy. They observed improved student engagement, understanding, and their confidence in teaching diverse groups. The findings can guide teacher preparation programs and in-service teachers in adopting effective science teaching strategies for diverse populations, promoting equity and inclusion in science education.

Authors

• Samuel Katende, University of Houston

• Elisa M. Holcomb, University of Houston

• Sissy S. Wong, University of Houston