|
|
|
|
As the United States moves toward the next century, schools and classrooms become more culturally and ethnically diverse. Science teachers, supervisors and science education leaders face the challenge of designing implementing strategies that will work in a multicultural society. One science educators can contribute is to actively promote critical thinking and investigative skills Science teachers in particular can help students develop the decision making, problem solving social skills necessary for participation in a culturally diverse society. Laboratory investigations can be integrated into authentic activities in which all students can relate to their everyday lives and experiences.
The vision of the National Science Education Standards (National Research Council, 1996) is clear: science is for all students-regardless of age, gender, cultural or ethnic background, ability, aspirations, or interest and motivation in science. Both NSTA and NSELA have issued similar position statements on multicultural science education. Both professional associations believe that the welfare of the American classroom is ultimately dependent on the productivity of all students. Both organizations believe that all students can learn and that all those involved in the educational enterprise, including students themselves, science education leaders, parents and community leaders must be willing to dedicate resources and efforts towards this end.
The use of role models and constant examples of diverse career opportunities, especially featuring individuals whose gender or ethnic background is typically under represented in the field should be encouraged. These "living proof" individuals can supply concrete images of success for the student as important role models. In many aspects of science education, various viewpoints from history, mathematics, literature and art can be intertwined to create a broad scope of science's role in society. This presents and excellent way to promote the achievements of scientists from different backgrounds.
The goal of multicultural education is to offer students an equal opportunity to learn and see the possibilities awaiting them in life. There are equally many opportunities for science teachers and science education leaders to open a new world to students. Science is the perfect field in which to explore diversity.
Integrating multiculturalism into the science curriculum begins with what is called the additive process. Adding something "multicultural" to science teaching and learning is a good beginning process, but it must move toward the attainment of "multiculturalism." Teachers help students to understand how knowledge is constructed. This process reflects the procedures by which various scientists create knowledge in their disciplines. For science and mathematics educators - thought to work with purely objective disciplines - there is still room to develop new frameworks.
The multicultural science or mathematics classroom should reflect the following principles, as articulated by Debbie Habib (1992):
The content and methodology of multicultural science curricula, including resource materials, should be significant to students in school and at home. The curriculum should help students to see the connection between their local and global environments and think conscientiously and critically about their roles in these relationships. Teachers should encourage students to be active learners. Multicultural science emphasizes dynamic inquiry and exploration, not static memorized right and wrong answers. Science or mathematics instruction should represent a variety of traditional and historical viewpoints - integrating literature, history and the arts! By presenting science as an ongoing, creative story with many parts, students will see their own cultural experiences reflected in the lesson.
Our national motto - E Pluribus unum - seems to be an appropriate multicultural goal, but the unum must be negotiated and restructured to reflect our nation's ethnic and cultural diversity. Our classrooms will sooner or later reflect this diversity and science educators have always been at the threshold of changes in our society. If we are to achieve scientific literacy for all students, we must realize that curricula, teaching and learning must change to reflect diversity in our society. Science education leaders will be very instrumental in affecting these changes.
References
Last Modified: