Near-Peer Development of Culturally Relevant, Problem-Based Science Units

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Abstract

This paper reports on a collaborative near-peer curriculum design approach between a team of university educators and undergraduate science and engineering majors. Using a five-step process, the collaborative team developed four problem-based science units for high school students. We retrospectively examined the process for the development of culturally relevant materials that ameliorate the burden from high school teachers. We elaborate on the process of co-construction of problem-based units that have the potential to support science identity to demonstrate how culturally relevant science learning is supported by the five-step process. Outcomes of this study include the process by which student identity and ideas were central in design, and materials for use by students, teachers, and researchers.

Authors

• Stephanie Purington, Marist College

• Christine McGrail, University of North Dakota

• Alicia C. Gonzales, Michigan Technological University