Chapter 3: Teaching Science to Diverse Learners Objectives:

1.

Discuss diversity in today’s middle and high school 2. Examine equity in science education materials and situations 3. Determine how to meet the needs of behavior disordered, physically disabled, and gifted students 4. How to respond to diverse cognitive levels

I.

A.

Student Diversity 1.

2.

3.

4.

5.

Ethnic & Cultural Diversity is increasing in our classrooms

Factors: immigration, birthrates, “White” 12% decrease from 1976 to 1996 (39 million) African American increase by 17% (8 million) Hispanic more than doubled (6 million) Asian, Native American, Others (2 million) B.

1.

Factors Affecting Success in Science

Diversity itself doesn’t affect success in science 2.

Factors related to diversity can a.

b.

c.

Socioeconomic status is most powerful factor in success i.

Disproportionate number of African Americans, Hispanics, and Native Americans are poor ii.

Student lack experiences of others English as a second language: extra challenge besides content Rural upbringing: fewer choices and experiences

II.

A.

Equity in Science Education 1.

2.

3.

What it means

All students have same opportunity to learn science Outcome is all citizens being scientifically literate Reasons to make this happen (Lynch, 1996) a.

Better prepared workforce for increasingly technical jobs b.

Social Justice: a US value that education is for all B.

1.

2.

3.

4.

Multicultural Science Education

a.

b.

c.

d.

e.

In the past remediation for lack of skill, knowledge or attitude was thought to be the way to achieve equity Today: value diversity of culture; don’t try to assimilate everyone Goal: present science in a way attractive and accessible to all Is Science a Universal “way of knowing”?

(Who’s Science?)

Universalist Perspective: there is only one reality, thus one science Fails to consider alternative interpretations as science Not all knowledge systems are equally sound US students need to understand Western Science Instruction can be done in an accepting and valuing way

C.

The Multicultural Science Classroom

1.

Content Integration a.

b.

c.

Use examples and content from a variety of cultures and groups Baptiste, 1996 points out three levels i.

ii.

Level One = awareness (point out ethnicity of Nobel winner) Level Two = integration (nutritional value of cultural foods) iii.

Level Three = culture as centerpiece of curriculum (Ethnobotany) Publishers are beginning to include multiculturalism in texts 2.

Cultural Harmony a.

b.

Learning is meaningful when culture facilitates rather than impedes i.

ii.

Home language or highly visual printed materials Peer tutoring with similar students in small groups is less threatening iii.

Culturally familiar role models (Hispanic Biologist) iv.

Hands-on and experimental activities “Border Crossing” i.

ii.

Logic, ambiguity, evidence over authority may not be valued Teacher needs to find out about these difference

3.

Countering Racism a.

b.

c.

Blatant racism in texts and teachers is not usually a problem anymore Ignorance is still a problem i.

ii.

Anatomy using pig may be offensive to Jewish/Islamic students Evolution instruction may be offensive to fundamentalists (?!) Learning styles i.

Dominant white culture usually independent learners ii.

Other cultures: personal, one-on-one, collaborative learners D.

Gender and Science Education

1.

2.

Science presented as socially constructed, passionate, and accessible will be more attractive to female students Gender Identity a.

Children learn quickly that certain behaviors “go” with their gender b.

i.

ii.

Boys are rewarded for aggressive play Girls are encouraged to be more emotional and passive Science is generally presented as a masculine enterprise i.

Sheer number of male vs. female scientists ii.

iii.

Physical science classes usually mostly boys Need to value the feminine side important to science

3. Gender Equitable science education a.

b.

c.

d.

e.

f.

g.

h.

Females prefer connected learning where concepts are arrived at, rather than having fact presented as from “authority” Use social context to frame science concepts Emphasize the aesthetic appeal of science Emphasize the social and cooperative nature of science Explore multiple views of concepts allowing for intuition/personal feeling Use biographical study of scientists as passionate/compassionate human beings Value listening, supporting, and negotiating skills Use a variety of supportive assessment techniques III. Exceptional Students A.

Inclusion and the law

1.

Federal law mandates “Least Restrictive Environment” a.

b.

Often interpreted as the regular classroom Students requiring instructional accommodations will be in your class 2.

IEP = Individualized Education Program a.

b.

c.

Must be written for every special need student Team of educators collaborate with student to write Contains goals, instructional activities, and evaluation procedures

B.

Learning Disabilities and Behavioral Disorders

1.

2.

Learning Disabilities a.

b.

c.

Student of average or greater intelligence with some dysfunction Impedes ability to take in or process information May result in difficulty reading or writing Behavior Disorders a.

b.

Students that engage in behaviors that interfere with learning or relationships May result in inability to concentrate, lack of motivation, aggression 3.

Considerations for the teacher a.

Learn as much as you can about the students abilities and disabilities b.

c.

d.

Ask the student for help in designing accommodations = best source Don’t lower your expectations i.

Pull out programs often happen during “hard” science classes ii.

Self-fulfilling prophesies of poor performance Strategies that work for disabled students ought to work with others 4.

Modifications a.

Activity oriented rather than language oriented lessons

b.

c.

d.

e.

f.

Emphasize structure, redundancy, enthusiasm, pace Partner regular students with disabled students Use checklists for students to monitor own behavior Reduce abstraction; break into parts Use performance assessments to access understanding C.

Physical Disabilities 1.

Visual Impairments

a.

b.

c.

d.

Range from blindness to narrow field of vision to extreme nearsightedness Language used can make a big difference i.

“here, there, near, over there” are meaningless ii.

Specific language useful: “the table against the back wall” Physical considerations: good lighting, seated near chalkboard, large printed materials, etc… Laboratory i.

ii.

Projected microscope images “Smellable” acid/base indicators iii.

Safety precautions must be reconsidered in context of abilities

2.

b.

c.

d.

e.

Hearing Impairments a.

Challenges i.

Reading skills may be delayed due to difficult initial instruction ii.

iii.

Social barrier because of lack of communication with peers Language and speech is often the main focus of education Inquiry and activity-oriented experiences most useful Don’t “forget” about the impairment: students will fake comprehension Wear microphone direct to student Modifications i.

ii.

Repeat questions asked by other students before answering Use visual aids; close caption videos iii.

iv.

Arrange to get notes from teacher or other students Write new science terms on the chalkboard 3.

Orthopedic and Health Impairments a.

b.

c.

d.

Wide range of possible conditions and accommodations needed Students have often been denied science instruction previously Understand the condition and the limitations Actively solicit input from the student about his/her needs

D. Gifted and Talented Students

1.

An often overlooked “special needs” population 2.

3.

Work with team to develop long-range talent development plans a.

b.

c.

d.

Acceleration = moving through subject matter faster than usual Join other class for science Credit by examination Teacher is responsible for “class within a class” = increased work Does show benefits to student 4.

5.

Enrichment = additional experiences beyond regular class a.

Added assignments, field trips, competitions, etc… b.

Saturday or mini-courses c.

d.

Matching student with a mentor such as a practicing scientist Research opportunities i.

ii.

Especially helpful in challenging gifted students Provide opportunities for creative and novel contributions AP courses = acceleration + enrichment + college credit

IV.

A.

Adolescent Development and Science Education 1.

Cognitive Development

Piaget’s cognitive development a.

Concrete operational: (6-18 years) 2.

b.

i.

ii.

iii.

Logical thinking Mental operations tied to concrete objects Necessary for learning most science content iv.

Require concrete examples and experiences Formal operational (12-adult) i.

Thinking abstractly ii.

iii.

iv.

Dealing with multiple variables Reason logically about hypothetical situations Formulate hypotheses v.

Can comprehend and utilize even complex science reasoning Vygotsky’s influence of culture on cognitive development a.

b.

Interactions with people and language tied to development Private speech = talking yourself through a problem c.

d.

Zone of Proximal Development = teachable moment; when the learner can reach higher understanding but it requires guidance Private speech replaces teacher’s guidance as skills develop

3.

Information Processing a.

b.

c.

How does age effect the ability to process information Receptiveness to new information i.

ii.

Perception: adolescents perceive what is already familiar (green oval must be a chloroplast because I already know what they are) Attention: ability to do multiple tasks increases as some become automatic (do multiplication automatically, so think about moles) Memory capacity i.

ii.

iii.

Adolescents have more memory strategies than children Summarizing, mental images, analogies, etc… The more you already know about something, the easier it is to learn new information B.

Development Implications for Science Instruction

1.

2.

3.

4.

5.

Realize that multiple levels of development will be present in class Chemistry may be the most abstract; you can see biology/physics Share your thoughts as you work problems to model thinking Listen to students think aloud as they do problems Dealing with unwanted behaviors is a part of secondary teaching: physical and social development (not covered here)

Reflective Judgment



King and Kitchener, 1994