Teacher Resources - Chapter 2 - Agenda Strategies
In this chapter, we will explore the theme Science for All (SFA) from four interrelated perspectives: global thinking, multicultural science education, feminist perspectives, and exceptional children and youth. The issues discussed in this chapter will play a pivotal role in our students' development as a teacher. Returning to this chapter from time to time to review and extend will be a valuable experience.
SECTION 1: SCIENCE FOR ALL
We recommend that you download the Powerpoint presentation for this chapter, and use it as an overview for yourself, and note the slides and activities that we've built into the presentation that you might want to use with your students. Again, we want to reemphasise that the we designed the Powerpoints for you and your students to use with the chapter.
Initial Case Study: All Students Can Learn, but Will They?
The initial case to consider focuses teacher perceptions of students willingness and ability to learn. Use the case to have your students compare and contrast their own views on this topic.
Theme 1: Global Thinking
A powerful way to introduce your students to global thinking is to do Inquiry Activity 2.1. After the activity is completed, use Table 2.1 to introduce the core ideas associated with global thinking. Note that six elements are identified. An interesting way to explore the chart is to assign a different element to six groups in your class. Ask the group to describe a lesson whose goal is help middle or high school students apply the element in a community setting.
Inquiry Activity 2.1: Exploring Global Thinking
We've used this activity for a number of years, and in fact have used it with secondary students from different nations (Australia, Russia, Spain and US). The essence of the activity is to have a group of students "rank order" a list of global environmental problems. To give the activity more of a global perspective, have individual teams role play citizens from a different country (e.g. Australia, Chile, China, Ghana, Japan, Russia, Turkey, USA). So, when they rank order the problems, they must try and do it from the framework of the country they are representing. Use the Minds-On Strategies to process the results of each group.
In preparation for the activity, make photocopies of the Global Problem Cards (which you will find in the text), and provide each team with a set of the cards.
Theme 2: Multicultural Perspective
A powerful way to introduce this theme is to make use of the article by Randy Moore (Our Apartheid: The Imperative of Multiculturalism in Science Education. As Moore points out, "Despite decades-long proclamations about the importance of 'science for all,' our educational system has produced a scientific apartheid." What do students think about the issue that Moore has brought to the surface? Ask the students to explore Moore's article and identify three or four things to do to make science curricula more accessible.
Talent Development Approach
Introduce your students to the Talent Development Approach developed at Howard University and Johns Hopkins University. Have your students visit their website to see how the principles of the TDA are put into practice.
Effective Teaching Practices in Multicultural Context
Have your students explore the research-based teaching practices identified by Padron, Waxman and Rivera. Assign a different practice to each group in your class, and ask them to identify how they would integate the practice into a lesson on a concept in biology (their choice).
Inquiry Activity 2.2: Investigating Images Portrayed in Science Teaching Materials
You will need to gather together a collection of science textbooks (elementary, middle and high school). Have students work in teams to evaluate the images of science and people as portrayed in the book using the Multicultural Textbook Evaluation Checklist. Have students report to each other, and then have them identify some results across the textbooks that they examined.
Theme 3: Gender Issues
Gender issues are introduced here, and in the chapter on how students learn (Chapter 7). One approach to use is to have the students in your class make use of the text to identify research-based strategies that have been used in contexts that raise achievement levels and increased science career options of females and minorities.
In the Science Teacher Gazette section, you might assign the Research Matters piece by Jane Butler Kahle, Encouraging Girls in Science Courses and Careers.
Inquiry Activity 2.3: Transforming Your Practice as a Science Teacher
Students read an article by Brenda Capobiano, "Science Teachers' Attempts at Integrating Feminist Pedagogy through Collaborative Action Research." Students use this article, and others referenced in the inquiry to disucss how they might change their practice based on feminist pedagogy. In an internship, students keep a record of their experience, and continue to work with their peers in small groups to discuss how their pedagogy is changing.