"That Makes Sense Now!": Bicultural Middle School Students' Learning in a Culturally Relevant Science Classroom

被引：0
|
作者：
Kim, Deoksoon [1 ]
Kim, So Lim [1 ]
Barnett, Mike [1 ]
机构：
[1] Boston Coll, Chestnut Hill, MA 02167 USA
来源：
INTERNATIONAL JOURNAL OF MULTICULTURAL EDUCATION | 2021年 / 23卷 / 02期
关键词：
Culturally relevant science; bicultural students; invention-based learning (IBL); culturally responsive teaching; KNOWLEDGE; LEARNERS; FUNDS; EDUCATION; IDENTITY; PEDAGOGY;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study describes how culturally relevant pedagogy in a project-based science class improved student engagement and comprehension. We focus on bicultural students exploring cultural objects and household inventions with family members and connecting scientific concepts to their families' funds of knowledge. We use a multiple-case study design to explore six middle school bicultural students' experiences with culturally relevant activities. Findings describe bidirectional knowledge transfer between the home and the classroom in a way that engaged students, affirmed their home cultures, and facilitated subject matter learning.
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页码：145 / 172
页数：28
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