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Social Constructivism: Infusion into the Multicultural Science Education Research Agenda
Abstract
This article focuses on (a) theoretical underpinnings of social constructivism and multicultural education and (b) aspects of social constructivism that can provide frameworks for research in multicultural science education. According to the author, multicultural science education is "a field of inquiry with constructs, methodologies, and processes aimed at providing equitable opportunities for all students to learn quality science." Multicultural science education research continues to be influenced by class, culture, disability, ethnicity, gender, and different lifestyles; however, another appropriate epistemology for this area of research is social constructivism. The essence of social constructivism and its implications for multicultural science education research includes an understanding of whatever realities might be constructed by individuals from various cultural groups and how these realities can be reconstituted, if necessary, to include a scientific reality. Hence, multicultural science education should be a field of study in which many science education researchers are generating new knowledge. The author strives to persuade other researchers to expand their research and teaching efforts into multicultural science education, a blending of social constructivism with multicultural science education. This blending is illustrated in the final section of this article.
... Criticalist perspectives assume that power relations play an implicit role in the formation of social reality (Martinez-Aleman et al., 2015). Scholarly understandings of the ways in which educational systems perpetuate inequality can lead to explanations of societal inequalities and attendant values (Atwater, 1996). Moreover, an explanation of the ways in which powerful members of the institution construct knowledge can also point the ways in which social inequalities are reproduced in that particular setting (Atwater, 1996). ...
... Scholarly understandings of the ways in which educational systems perpetuate inequality can lead to explanations of societal inequalities and attendant values (Atwater, 1996). Moreover, an explanation of the ways in which powerful members of the institution construct knowledge can also point the ways in which social inequalities are reproduced in that particular setting (Atwater, 1996). Thus, this investigation analyzes the perceptions of decision makers to explain the ways in which economic inequalities for international students are justified and reproduced at the institutional level. ...
... We utilized a qualitative approach and an interpretative perspective (Denzin & Lincoln, 2005). This twofold approach allowed us to understand the perspectives of professional members in-depth and explore a socially constructed reality in which the perceptions of others influence the physical world (Atwater, 1996). To explain these perceptions, we used semistructured interviews (Reybold, 2003). ...
This dissertation, composed of three unique scholarly articles, explores some of the ways in which institutions of higher education facilitate and mitigate social injustice on a global scale. Specifically analyzing the behavior of administrative actors—defined as those that serve in a leadership role outside of the classroom—the purpose of the research was twofold. Firstly, I aimed to identify the mechanisms by which administrative actors at U.S. and Finnish institutions of higher education legitimized and rationalized their involvement in globally unjust educational practices. Secondly, I sought to identify the ways in which administrative actors in these economically privileged countries can or have mitigated their institutions’ involvement in global structural injustice. Three lines of inquiry guided this investigation: (1) In what ways do administrative actors at U. S. and Finnish institutions of higher education justify and reproduce global injustice? (2) How might administrative actors at institutions of higher education in these economically affluent countries begin to mitigate their institutions’ role in global social injustice? (3) In what ways have administrative actors at institutions of higher education in these economically affluent countries addressed global social injustice? What challenges do they face? Sub-study I explained the ways in which 26 practitioners at community colleges in three different community colleges, located within different states the U.S., conceptualized the role of international students on their campuses. Findings indicated that administrative actors assumed international students to be a privileged class of students, and therefore did not apply the logic of social justice to the non-domestic students in the same way that it was applied to domestic counterparts. Through literature review, Sub-study II theoretically explored the ways in which humanism and critical theory have been applied to justify study abroad at the community college. Drawing on Young’s (2006) justice theory, Sub-study II constructs a globally critical humanist rationale to study abroad at the community college, and provides examples of the ways in which administrative actors could employ such a frame to advocate for more globally socially just practices. Sub-study III analyzed 15 interviews from administrative actors at an institution of higher education in Finland. Findings indicated that, although participants often articulated a responsibility for injustice, factors associated with neoliberalism, as well as unclear and conflicting definitions of global responsibility, contributed to blame shifting and excusing discourse. The investigation concludes with implications for future research.
... Criticalist perspectives assume that power relations play an implicit role in the formation of social reality (Martinez-Aleman et al., 2015). Scholarly understandings of the ways in which educational systems perpetuate inequality can lead to explanations of societal inequalities and attendant values (Atwater, 1996). Moreover, an explanation of the ways in which powerful members of the institution construct knowledge can also point the ways in which social inequalities are reproduced in that particular setting (Atwater, 1996). ...
... Scholarly understandings of the ways in which educational systems perpetuate inequality can lead to explanations of societal inequalities and attendant values (Atwater, 1996). Moreover, an explanation of the ways in which powerful members of the institution construct knowledge can also point the ways in which social inequalities are reproduced in that particular setting (Atwater, 1996). Thus, this investigation analyzes the perceptions of decision makers to explain the ways in which economic inequalities for international students are justified and reproduced at the institutional level. ...
... We utilized a qualitative approach and an interpretative perspective (Denzin & Lincoln, 2005). This twofold approach allowed us to understand the perspectives of professional members in-depth and explore a socially constructed reality in which the perceptions of others influence the physical world (Atwater, 1996). To explain these perceptions, we used semistructured interviews (Reybold, 2003). ...
... Criticalist perspectives assume that power relations play an implicit role in the formation of social reality (Martinez-Aleman et al., 2015). Scholarly understandings of the ways in which educational systems perpetuate inequality can lead to explanations of societal inequalities and attendant values (Atwater, 1996). Moreover, an explanation of the ways in which powerful members of the institution construct knowledge can also point the ways in which social inequalities are reproduced in that particular setting (Atwater, 1996). ...
... Scholarly understandings of the ways in which educational systems perpetuate inequality can lead to explanations of societal inequalities and attendant values (Atwater, 1996). Moreover, an explanation of the ways in which powerful members of the institution construct knowledge can also point the ways in which social inequalities are reproduced in that particular setting (Atwater, 1996). Thus, this investigation analyzes the perceptions of decision makers to explain the ways in which economic inequalities for international students are justified and reproduced at the institutional level. ...
... We utilized a qualitative approach and an interpretative perspective (Denzin & Lincoln, 2005). This twofold approach allowed us to understand the perspectives of professional members in-depth and explore a socially constructed reality in which the perceptions of others influence the physical world (Atwater, 1996). To explain these perceptions, we used semistructured interviews (Reybold, 2003). ...
Though community college practitioners have a responsibility and inclination to pursue socially-just study abroad initiatives, it can be difficult to articulate issues of global social justice and to justify the pursuit of such initiatives to those in power. As such, the purpose of this chapter is to build a sturdy foundation for rationalizing socially-just study abroad at the community college—called for by Raby (2012)—by grounding a humanist rationale firmly in justice theory. From the discussion of humanism comes a new term, the critical humanist rationale: an argument that applies principles of global justice to the community college so as to highlight the global responsibility that community college study abroad programs have beyond the parameters of the community and the nation state.
The first section explores the meaning of humanism as it relates to study abroad at the community college. Using Andreotti, Stein, Pashby, and Nicolson’s (2016) Paradigms of Discourse, the chapter describes the ways in which humanism can be defined in a variety of ways based on one’s own goals. The section breaks down the humanist roots of conflicting rationales for study abroad, thus demonstrating that humanism alone is not a firm enough foundation for a globally-just rationale. The second section grounds a rationale for study abroad at the community college within critical humanism by applying Young’s (2006) Social Connections Model. The third section applies the critical humanist rationale to begin to question the relationship between community college study abroad initiatives: Who is included in the community mission? Whose cultures come to be understood from involvement in study abroad? How are U. S. cultures represented by study abroad? This chapter concludes by discussing the ways in which community college practitioners can use this framework to determine if they are successful at meeting their responsibilities to global justice.
Viggiano, T. (2019). Thinking Globally About Social Justice. In G. Malveaux, & R. Raby (Eds.), Study Abroad Opportunities for Community College Students and Strategies for Global Learning (pp. 184-199). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-6252-8.ch013
... 591). Equity is central to the advancement of science education and scientific discovery, which is the predominant purpose of science (Atwater, 1996;NRC, 2012;Rodriguez, 1998). According to the NRC (2012), Equity as an expression of social justice is manifested in calls to remedy the injustices visited on entire groups of American society that in the past have been underserved by their schools and have thereby suffered severely limited prospects of high-prestige careers in science and engineering. ...
... (p. 278) Atwater (1996) emphasized the importance of "providing equitable opportunities for all students to learn quality science (Atwater, 1993;Atwater & Riley, 1993)" (p. 822). ...
... This epistemology helps educators to learn how knowledge is constructed by individuals in a multicultural science educational environment given that social constructivism emphasizes the influence of context and culture in shaping "the unique experience of each of us" (Crotty, 1998, p. 58). Atwater (1996) stated that "multicultural science education research continues to be influenced by class, culture, disability, ethnicity, gender, and different lifestyles" (p. 821). ...
... Criticalist perspectives assume that power relations play an implicit role in the formation of social reality (Martinez-Aleman et al., 2015). Scholarly understandings of the ways in which educational systems perpetuate inequality can lead to explanations of societal inequalities and attendant values (Atwater, 1996). Moreover, an explanation of the ways in which powerful members of the institution construct knowledge can also point the ways in which social inequalities are reproduced in that particular setting (Atwater, 1996). ...
... Scholarly understandings of the ways in which educational systems perpetuate inequality can lead to explanations of societal inequalities and attendant values (Atwater, 1996). Moreover, an explanation of the ways in which powerful members of the institution construct knowledge can also point the ways in which social inequalities are reproduced in that particular setting (Atwater, 1996). Thus, this investigation analyzes the perceptions of decision makers to explain the ways in which economic inequalities for international students are justified and reproduced at the institutional level. ...
... We utilized a qualitative approach (Mason, 2002) and an interpretative perspective (Denzin & Lincoln, 2005). This twofold approach allowed us to understand the perspectives of professional members in-depth and explore a socially constructed reality in which the perceptions of others influence the physical world (Atwater, 1996). To explain these perceptions, we used semistructured interviews (Reybold, 2003). ...
This qualitative investigation explains the ways in which community college decision makers justify the inclusion of international students at three community colleges in the United States. We identify and explain the ways in which decision makers rationalize institutional policy—particularly recruitment strategies and motivations—related to international students, and discuss whether these policies could be considered ethical in a globalized context. Importantly, we conclude that community college decision makers first crafted a class of privileged international students and then justified price discrimination on the basis of said privilege. This vicious circle, we call the international access paradox, prevented decision makers from recognizing or responding to the needs of low SES international students and international students from disadvantaged countries.
... Traditionally, students are expected to learn science in "ready-to-use" formats [33] to be considered as performing well in science classes. A social constructivism theoretical perspective disputes this model of learning by reconceptualizing the way knowledge and knowledge acquisition are understood [34][35][36]. Based on Vygotsky's [37] perspective that cognition develops first on the social level and then on the individual level, social constructivism views learning as a social process where concept meaning is developed along with others in sociocultural contexts [34,35]. ...
... A social constructivism theoretical perspective disputes this model of learning by reconceptualizing the way knowledge and knowledge acquisition are understood [34][35][36]. Based on Vygotsky's [37] perspective that cognition develops first on the social level and then on the individual level, social constructivism views learning as a social process where concept meaning is developed along with others in sociocultural contexts [34,35]. In essence, this suggests that learners construct knowledge and new forms of understanding based on their prior knowledge and social interactions with individuals in different contexts, meaning that knowledge is not constructed through these "ready-to-use" formats. ...
Much of the literature that examines critical science agency (CSA) focuses on how students enact their CSA to support knowledge construction and agentic action. Few studies, however, address how science curricula can be specifically designed to support students in exercising their CSA. In this study, I examine features of a community-based science (CBS) curricular design that engages students in justice-oriented science learning to advance their CSA. More specifically, I analyze the design and structure of an environmental science elective course to investigate features of CBS curricular design that support students in exercising their CSA, including: (1) leveraging learning goals to create community change, (2) developing students’ toolkits, (3) cultivating spaces for advocacy and critical hope, and (4) critical and ongoing reflection. The findings suggest that science curriculum can be purposefully designed to assist students in exercising their CSA through generative learning experiences that empower them as community change agents. As we move toward more equity and justice-centered science learning, I recommend that future science curricula take community-based science approaches to design, structuring learning around students’ CSA by attending to how formal science learning can be used as an avenue to support community change.
... Teaching methods and the ways in which students best form their own knowledge and understandings have evolved over time due to technological advancements and paradigm shifts (Barak, 2017). Science educators and scholars have recognized the importance of constructivism as far back as the mideighties (Atwater, 1996). Since then, social constructivist ways of knowing have been emerging in educational reform strategies specifically in the ways in which preservice teachers are trained and educated (Jost, 1999). ...
... The knowledge gained is inseparable from the contexts and activities within which it was developed. Interactions with others are a major factor influencing what is learned and how learning takes place (see also Atwater, 1996). ...
... [4] In three British universities, the prevalence of stress was 31.2%, [5] and 41.9% in a Malaysian medical school [6] and 61.4% in a Thai medical school. [7] Stress in medical school is likely to predict later mental health problems and students seldom seek help for their problems [8] (15). In a Swedish study, the prevalence of depressive symptoms among medical students was 12.9%, and 2.7% of students had made suicidal attempts. ...
... Cognitive congruence focuses on the relative gap in knowledge between a student and an instructor and states that the relatively smaller gap between student teachers and student learners may result in enhancement of communication of facts and understanding. [13][14][15][16][17] Vol.5; Issue: 11; November 2018 Students are arguably more in touch with the precise learning requirements of their peers. Senior students are also more likely to advise on useful revision strategies that are relatable to their student peers, as compared to lecturers. ...
Background: Peer Assisted learning (PAL) is primarily founded upon the theories of social constructivism and cognitive congruence. Cognitive congruence focuses on the relative gap in knowledge between a student and an instructor and states that the relatively smaller gap between student teachers and student learners allows for the enhancement of communication of facts and understanding. Aims: To study the effect of peer assisted learning on academic performance and perceived stress scores among first MBBS students in a college of West Bengal. Materials and methods: This pilot study was conducted after taking institutional ethical clearance and informed consent of the subjects. Only eighty-four students agreed to participate in the study. Perceived stress scores in these subjects were calculated using Perceived stress scale of Shelden Cohen. Pulse, blood pressure, BMI were recorded, lipid profile was analyzed. Resting pulse rate (measured after 15 mins of rest with subject in supine posture) and blood pressure (measured by mercury manometer). An internal assessment examination was conducted and results recorded. The students attended lecture classes as usual and attended PAL classes arranged by the Department of Physiology. PAL was conducted daily for 6 days in a week for 3 months and time span for each class was one and half hour. Each student could attend 2 such sessions every week. All faculty members and residents were involved in PAL. During the first semester examination all the subjects participating in the study were asked to fill up the PSS sheet. Pulse, blood pressure, BMI were recorded, lipid profile was analyzed. Results of first semester examination were assessed. The computer software Statistical Package for the Social Sciences (SPSS) version was used to analyze the data, and paired t-test was used. Correlation coefficient was calculated to study correlation of PSS with academic performance. Results: Learner satisfaction was high with an overall score of 4.7 on a 5-point Likert scale. After 3 months of PAL in these students there was significant decrease in stress scores (14.5± 3.39 vs. 23.8± 2.89; P value <0.001) and significant improvement in academic performance (65.23 +12.61 vs.58.69 +10.45; P value 0.045). But no significant change was observed in respect of other parameters. PSS was negatively correlated with academic performance with a r value of-0.6247. Conclusions: PAL may alleviate stress levels among new medical students and improve their academic performance and may be considered as a preventive mental health services, which could be made an integral part of routine clinical services for medical students, especially in the initial academic years.
... In accordance with previous research and Tomlinson, Ford, Reis, Briggs, and Strickland's (2004; dream of designing schools and classrooms that work for "high potential" students (Tomlinson, Ford, Reis, Briggs, & Strickland, 2004) from diverse cultural backgrounds, and diverse learners with exceptionalities (2008), the authors also believe, like The Journal of Multicultural Affairs (JMA), that the multicultural field is not based solely in one area or owned by a single entity; it is a vast K-16 paradigm (Gabriel, Martinez, Obiakor, 2015;Obiakor & Martinez, 2016). Moreover, multicultural science education suggests providing equitable learning environments for all students to learn science, regardless of race, ethnicity, gender, intellectual and physical abilities, lifestyle or social class (Atwater, 1996). ...
... Teachers must learn and then in return help other educators teach students about how knowledge is created and influenced by social class (e.g., privilege and access), and include how race, ethnicity, and gender may influence essential knowledge (Atwater, 1996;Banks, 2006). Previous research and Tomlinson, Ford, Reis, Briggs, and Strickland's (2004; dream of designing schools and classrooms that work for high potential students and diverse learners with exceptionalities (2008), the researchers believe that this study may help high potential learners and all learners in a multicultural society be successful in science (Suriel, 2016). ...
This study was conducted in a suburban public high school, which had a connection to the local university, to measure the achievement of dual enrollment senior students using traditional hands-on (THO) cadaveric dissections compared to non-traditional (NT) virtual dissections of the human body. The outcomes of this study may assist multicultural science educators and administrators, students and parents, to understand the importance of THO cadaveric dissections compared to NT virtual dissections tools in learning gross anatomy. Also, noted is the importance of public and higher education collaboration to help bridge the science resource gaps between educational settings.
... This shift saw sociocultural theories broaden perspectives on learning beyond traditional cognitive psychology (Tolbert et al., 2019). These emergent theories paid attention to students' socially contextualised meaning-making, acknowledging that their individual learning is entangled in interactions with people, culture, places, and artefacts, and that these experiences can act to afford or constrain potential opportunities to learn-as well as what is learned (Atwater, 1996). ...
In this article, we revisit the contentious history of personification to explore its potential for shifting the aesthetics of science education. We argue that personification can act as a boundary object to open up new aesthetic possibilities for science and education, toward an aesthetics of personhood. Drawing on philosophy, Indigenous knowledge systems, feminist science studies, and emerging scientific fields, we propose a relational notion of personhood for science education that is inclusive of human and more-than-human beings. We position relational personhood in science education as an aesthetic shift that can reconfigure what is possible, visible, and say-able in science education, ultimately contributing to a science education that is ‘fit for the future’ and respons-able to the challenges of the Anthropocene.
... In describing the tenets of CTCA, we draw upon the constructivism perspective of Vygotsky's socio-cultural learning, Ausubel's theory of advance organizer, Gay and Ladson-Billings' foundational works on culturally relevant pedagogy, and the contextualism philosophy of Kwame Nkruma. Of course, CTCA also rests on the theoretical, analytical, and philosophical strengths of many researchers, including the work of [18] on culture and contexts, philosophy of technology [19], as well as authors who reference cultural diversity or multiculturalism in science education such as [20][21][22]. A train of thought that connects these works is that they focus on promoting meaningful learning of science through cultural and contextual referents. ...
Breaking Barriers to Meaningful Learning in STEM Subjects in Africa: A Systematic Review of the Culturo-Techno-Contextual Approach. Sustainability 2025, 17, 2310. https:// Abstract: Meaningful learning is central to every teaching and learning exercise. The attainment of this goal in the face of the cultural diversity of students suggests the use of culturally sensitive approaches. Several studies have shown that teachers are adopting tenets of culturally relevant education to promote meaningful learning of STEM subjects for culturally, linguistically, and socially diverse populations of learners. In Africa, the culturo-techno-contextual approach (CTCA) has witnessed great exploration in Science Technology, Engineering, and Mathematics (STEM) education to ensure students learn meaningfully. However, missing in the literature is a systematic review study on the use of CTCA in STEM teaching and learning. By synthesizing the findings of studies on the use of CTCA, this review highlights the unique contributions of CTCA to promoting meaningful learning of STEM subjects for African learners through quality research reports connecting CTCA to students' positive outcomes in science, technology, and mathematics from 2015 to 2025. Data were sought from peer-reviewed experimental studies found in Google Scholar, ResearchGate, Scopus, and Web of Science with specific selection criteria, and 24 studies were found eligible for inclusion. The findings demonstrated that CTCA has been repeatedly effective in breaking the barriers to meaningful learning of STEM subjects, helping students to understand difficult STEM concepts and improving their academic achievement. Additionally, the findings indicated several implications for practice and future research on the use of CTCA. Hence, we concluded that this review study will be a useful reference for teachers, STEM educators, and educational researchers willing to rewrite the narratives of STEM learning in Africa by decolonizing STEM education and bringing the African indigenous knowledge to the frontier of STEM teaching and learning.
... In describing the tenets of CTCA, we draw upon the constructivism perspective of Vygotsky's socio-cultural learning, Ausubel's theory of advance organizer, Gay and Ladson-Billings' foundational works on culturally relevant pedagogy, and the contextualism philosophy of Kwame Nkruma. Of course, CTCA also rests on the theoretical, analytical, and philosophical strengths of many researchers, including the work of [18] on culture and contexts, philosophy of technology [19], as well as authors who reference cultural diversity or multiculturalism in science education such as [20][21][22]. A train of thought that connects these works is that they focus on promoting meaningful learning of science through cultural and contextual referents. ...
Meaningful learning is central to every teaching and learning exercise. The attainment of this goal in the face of the cultural diversity of students suggests the use of culturally sensitive approaches. Several studies have shown that teachers are adopting tenets of culturally relevant education to promote meaningful learning of STEM subjects for culturally, linguistically, and socially diverse populations of learners. In Africa, the culturo-techno-contextual approach (CTCA) has witnessed great exploration in Science Technology, Engineering, and Mathematics (STEM) education to ensure students learn meaningfully. However, missing in the literature is a systematic review study on the use of CTCA in STEM teaching and learning. By synthesizing the findings of studies on the use of CTCA, this review highlights the unique contributions of CTCA to promoting meaningful learning of STEM subjects for African learners through quality research reports connecting CTCA to students’ positive outcomes in science, technology, and mathematics from 2015 to 2025. Data were sought from peer-reviewed experimental studies found in Google Scholar, ResearchGate, Scopus, and Web of Science with specific selection criteria, and 24 studies were found eligible for inclusion. The findings demonstrated that CTCA has been repeatedly effective in breaking the barriers to meaningful learning of STEM subjects, helping students to understand difficult STEM concepts and improving their academic achievement. Additionally, the findings indicated several implications for practice and future research on the use of CTCA. Hence, we concluded that this review study will be a useful reference for teachers, STEM educators, and educational researchers willing to rewrite the narratives of STEM learning in Africa by decolonizing STEM education and bringing the African indigenous knowledge to the frontier of STEM teaching and learning.
... Social constructivism posits that cognitive development is a social rather than an individual process. Atwater (1996), Lemke (2001), Palincsar (1998), and Barbara (1998) support this theory and emphasize learning with peers and expert partners. Collaborative learning improves outcomes by promoting social interaction and higher-order thinking. ...
Background and Aim: Information technology skills are crucial for teachers and students. Strengthening the support of technology in the history of art or the history of design courses can enhance teaching quality, foster students' comprehensive artistic literacy and innovation ability, and advance the development and progress of art education. With the continuous progress and development of technology, it is increasingly important in the education of art and design history, providing students with a broader understanding of the subject. This research not only investigates students' intention to use B-station, a video website, to learn the history of art or the history of design but also provides practical insights into the role of technology integration in learning art and design history, which can be applied in the classroom setting. Materials and Methods: To ensure the reliability of the study, a questionnaire was distributed to College of Fine Arts students at a university in China, resulting in 506 valid responses. The quantitative data were then analyzed using JAMOVI2.4.6. To measure the internal consistency of the questionnaire, Cronbach's α and McDonald's ω were used. Factor analysis was performed using EFA and CFA, and hypothesis testing was conducted using SEM, further enhancing the robustness of the study's findings. Results: The research proposed ten alternative hypotheses. The results indicated that eight hypotheses were accepted, and two were rejected. It was found that ACL, as a mediator variable, cannot enhance the impact of LII on ILB. Similarly, PBC, as a mediating variable, cannot enhance the impact of AL on ILB. Conclusion: The survey questionnaire employed in this study was adapted from willingness scales used in other countries. Unlike previous studies, the findings imply that ACL and PBC did not have a significant mediating effect. This may be attributed to differences in research subjects and environments. This study helps study Chinese students' learning habits, preferences, and teaching styles.
... Although science educators agree with the idea of providing opportunities for quality science, there are different opinions about what kind of work should be done in the classroom. It is very important to value fairness and equitable science education in science classes (Atwater, 1996). In addition, teachers should appreciate and encourage all children's ideas when discussing topics in the classroom (Matthews, 1998). ...
The purpose of this study is to examine the perceptions and competencies of secondary school science teachers in Turkey regarding multicultural education. The study was conducted with the explanatory design of mixed methods. Quantitative data were collected with the Multicultural Competence Perceptions Scale and the Multicultural Education Perceptions Scale to determine science teachers' perceptions and competencies regarding multicultural education, and 204 science teachers with different demographic characteristics participated in the study. According to the analysis, science teachers who were older in terms of age and experience had higher perceptions of multicultural education and competencies than other teachers. In addition, the findings suggest that as teachers gain knowledge about multicultural education, their competencies related to multicultural education can be supported.
... This shift underscores the importance of social interaction in the formation and absorption of knowledge. In multicultural science education, social constructivism provides a framework for understanding and reconstituting different realities, including scientific reality (Atwater, 1996). The use of artlike, nonroutine portrayal in qualitative research is a methodological application of constructivism that emphasizes the development of intersubjective understanding (Barry, 1996). ...
This study delves into the nuances of interpretivism and constructivism as research paradigms in social science research, exploring their fundamental principles, characteristics, and influences on research methodologies. By clarifying the distinctions between these paradigms and their implications for knowledge construction, the study offers a comprehensive overview that guides researchers in navigating these paradigms effectively. The originality of this study lies in its nuanced understanding of interpretivism and constructivism, providing valuable insights for researchers to make informed decisions in selecting suitable research approaches aligned with their philosophical stance and research objectives. This study contributes to the existing literature by shedding light on the subjective nature of knowledge, the socially constructed reality, and the significance of these paradigms in advancing knowledge construction processes in social science research. Further research is warranted to explore the application of interpretivism and constructivism in various research contexts and disciplines, enhancing our understanding of human behavior and societal phenomena.
... Integrating multicultural perspectives into the science curricula aligns with modern education reform trends (Lee & Buxton, 2010). Multicultural education, consistent with the concept of social constructivism, posits that meaningful learning occurs when learners engage in discussions with others, listen to different viewpoints in social-cultural contexts, and construct comprehensive, rich knowledge as well as objective learning outcomes through the sharing process (Atwater, 1996). Multicultural education encompasses five dimensions: (1) content integration-to present multicultural viewpoints in a balanced manner in the classroom and to approach issues from multiple perspectives; (2) knowledge construction-teachers help students understand how socio-cultural factors affect knowledge construction; (3) prejudice reduction-to help students develop more democratic and tolerant attitudes and values; (4) equity pedagogy-to ensure equal educational opportunities, teaching resources, teaching content for different cultural groups; (5) empowering school culture-to create a school environment where students from different cultures experience equal educational rights and affirm their cultural values (Banks, 2015). ...
Multicultural science education advocates that science education should pay attention to the uniqueness of students from different backgrounds. In developing instructional strategies, educators should respect students’ differences according to their culture. However, In Taiwan, while Darwin’s theory of evolution is taught in high school biology, little attention is given to the challenges Christian students may encounter in understanding an evolutionary worldview. The relationship between evolutionary and creationist worldviews has been a contentious issue, and motivating Christian students to learn about evolution in science classes presents a significant pedagogical challenge. This article is an exploratory study that investigates the diverse views of Taiwanese Christians on teaching evolutionary biology, contextualized within Taiwanese society and culture from the lens of worldview theory. The participants were Taiwanese Christians who have consistently participated in Lord’s table meetings for over three years and have learned evolutionary theory. A mixed-methods approach was used, combining quantitative questionnaires and qualitative individual interviews. From 684 valid questionnaires and 52 in-depth interviews, the study found that 66.2% of participants support the inclusion of evolutionary theory, creation theory, and intelligent design theory in the classroom. The rationale behind this viewpoint is multifaceted. Firstly, all three theories are critical and reasonable. When students understand these three different theories, they can enrich their knowledge and compare the similarities, differences, and authenticity of the theories, thereby cultivating a scientific spirit and the ability to think independently. This process helps them gradually construct their own viewpoints and learn to respect and embrace different viewpoints. These Christians also realize that human intelligence is limited and that neither science nor evolutionary theory can fully explain the world. Therefore, people should humbly explore different theories in their quest for the light of truth. The findings offer valuable insights into the instructional design of evolutionary biology education, especially in multicultural contexts.
... Collaborative learning can be defined as a learning environment in which students make contributions to solving problems together (Teasley & Roschelle, 1993). Following social constructivism concepts, learners construct knowledge through interacting with others (Atwater, 1996). Collaborative learning is usually embedded in other student-centred learning models such as inquiry-based learning and problem-based learning. ...
This is a study of how eight pre-service teachers developed their skills in developing interactive lessons to teach concepts in Accounting in Senior High Schools in Ghana. Sequential multiple case study design was employed to observe two cohorts of four pre-service teachers who worked in two phases of a professional development scenario to design and enact interactive Accounting lessons. Data for the study were collected through observation, interviews, lesson documents and questionnaires. Pictures, content and thematic analysis procedures were used to analyse the qualitative data, whilst means and standard deviation were used to analyse the quantitative data. It emerged from the results that the interactive lessons developed and implemented by the pre-service teachers were effective in promoting participation in the classroom. The study also brought to light that interactive teaching promotes collaboration among students through solving problems in groups which helps to strengthen the bond between students. The study thus, advocates the need for teacher training institutions to focus on training teachers to acquire the skills in designing and enacting lessons interactively to promote students’ participation in the classroom.
... watching videos / listening to podcasts or another form of audio where scientific vocabulary is used, 8_16 when students practice argumentation in science (e.g., class debates, speeches or justification questions / essays, 8_17 when students communicate regarding a science task within a small group, 8_18 when students communicate regarding a science task within the class group. There is much research in line with these statements showing that cognitive and vocabulary development are intertwined social processes, that meaningful learning occurs when students collaborate or are actively engaged in sharing knowledge and scientific ideas (Atwater, 1996;Barak, 2017;Lemke, 2001). ...
Ironically, advances in digital technologies which have dramatically changed the
ways in which we communicate, have led to a decline in participation in advanced
language and literacy skills and a resulting decline in STEM participation.
Difficulties in scientific vocabulary and reading often result in limitations with
scientific literacy, along with poor critical thinking and metacognitive skills. This
in turn can affect a student’s success in education and opportunities as a lifelong
learner with further technological and financial implications for society and
future employers. This study addresses a gap in research relating to students
reading opportunities in middle school science classrooms and to understand
teacher beliefs and pedagogical approaches for developing reading skills and
scientific vocabulary in middle school science students.
... In the spring of 2016, he reported that his confidence in his ability to do science was limited, although he was not very concerned because he did not see science as an integral part of his job, his role in our partnership, or his needed skill set more generally. This perspective, which distances science from everyday matters, resulting in limited confidence in science, mirrors commonly held views of science, particularly among minoritized learners (Atwater, 1996;Bang & Marin, 2015;Lee, 2003) and suggests that he initially had a distanced disposition toward science: At the time of this interview, Pastor Taylor believed that his role in the SE research project had come to a standstill because we were no longer recruiting new participants and thus were not drawing on his extensive connections to the community. However, his role was integral to our ABCD-focused efforts to connect families' everyday experiences to science. ...
Supporting youths’ STEM dispositions takes an entire community of adults, yet we must understand the dispositions that adults bring to such community efforts, ways they influence youths’ learning and are shaped by the community. In this paper, we examine a sociotechnical system called Science Everywhere, which invited the broader community to interact with science learning experiences youths shared across home, school, and community settings. Integrating frameworks for disposition and asset-based community development, we present a case study of four focal adults within Science Everywhere embedded in one neighborhood. We make the case for a relational perspective of disposition development that leverages community members’ science and relational assets to foster dynamic, community-specific learning opportunities for youths, particularly those from resource-constrained communities.
... The pedagogical implication is that, in the realm of social constructivism, learning requires a positive learning environment, through facilitating "opportunities for students to talk and listen, read, write, and reflection on course contents through problem-solving exercises, informal small groups, simulations, case studies, role-playing, and others" (Meyers & Jones, 1993, p. xi). Cooperative learning relies on this constructivist belief that learning is the product of the active construction of knowledge in a social context (Atwater, 1996). ...
Quality teaching and learning in African higher education suffers from many challenges. The tools for meeting these challenges include mindset changes and paradigm shifts in pedagogical practice. However, achieving significant quality teaching and learning has been particularly difficult in the African higher education context due to additional layers of challenges such as inequality, resource constraints, and a long history of teacher-centred instructional practice. This chapter brings those pedagogical challenges to the fore of the conversation on quality and offers an insightful look at the potential of cooperative learning as a mitigation tool and a realistic strategy for coping with the challenges and better serving higher education students. Cooperative learning—offered in classrooms or virtual settings-is a group-based active learning pedagogy used to help students learn basic subject matter knowledge and to attain personal and social development outcomes. This chapter discusses the nature and types of cooperative learning including the underlying theories such as Deweyan learning by doing, social constructivism, social interdependence, and—unique to Africa—Ubuntu. Moreover, the chapter explores the research literature on cooperative learning in African higher education and its contribution to students’ academic, personal, and social development. The chapter then focuses on effectively implementing cooperative learning in the African higher education context, followed by recommendations for future research.
... Since the majority of the data used for analysis consisted of participants' discourse, we adopted a theoretical orientation that places collective argumentation as the unit of analysis. To document the collective sensemaking of this group of participants around issues of oppression and power we adopt a social constructivist theoretical lens (Atwater, 1996). Theories of social constructivism acknowledge learning to be an organic, auto-regulated series of re-organizations (Glasersfeld, 1995;Steffe, 1983) that occur as individuals participate in and contribute to the learning of the classroom community (Bauersfeld, 1992;Cobb & Yackel, 1996). ...
Recent events reveal the impact of systemic inequities on marginalized communities and highlight the importance of critical frameworks in science teacher education. Education theorists and research suggest that lack of sociopolitical, or critical, consciousness among teachers limits their ability to engage students in culturally relevant teaching and learning; provoking critical consciousness among white educators is an especially daunting task. Research is needed to uncover how science teacher educators might support the development of critical consciousness among practicing science teachers. In this article, we present findings from a study situated within a larger Design-based Research project to test and revise an instructional sequence grounded in science content, collaborative inquiry, and critical place-based pedagogies. This analysis of how participants’ collective awareness developed over the course of a four-day Professional Development workshop offers insight into how innovative in-service science teacher education might be employed to support practitioners’ understanding of oppressive systems including those inherent in the discipline of science. Findings suggest that the incorporation of collaborative inquiry as a design heuristic supported teachers’ emerging understanding of the role inequitable systems play in disparate health outcomes. In addition, interrogating race and racism in the context of science challenged deficit frameworks and prompted some participants to acknowledge the limitations of their own lived experiences in comparison with those of their students. Implications include a new model for professional development to support practicing teachers’ moves toward justice-oriented science teaching and learning.
... Peer and near-peer teaching (NPT) has become an increasingly recognized method for teaching and learning within medical education [20]. It is aligned with social constructivism which promotes learning in a social setting where individuals help each other through a shared culture of knowledge [21]. It is also fits cognitive congruence theory as near-peer teachers usually better understand learner needs since the gap in knowledge between a senior and a junior student is smaller than between an experienced tutor and a student [22,23].In peer-assisted learning in medical education, the most common topics are the physical examination skills and OSCE [20]. ...
Purpose of the article
During the Covid-19 pandemic, formative OSCE were transformed into online OSCE, and senior students (near peers) substituted experienced clinical teachers. The aims of the study were to evaluate quality of the feedbacks given by near peers during online OSCEs and explore the experience of near-peer feedback from both learner’s and near peer’s perspectives.
Materials and methods
All 2nd year medical students (n = 158) attended an online OSCE under the supervision of twelve senior medical students. Outcome measures were 1) students’ perception of the quality of the feedback through an online survey (Likert 1–5); 2) objective assessment of the quality of the feedback focusing on both the process and the content using a feedback scale (Likert 1–5); 3) experience of near peer feedback in two different focus groups.
Results
One hundred six medical students answered the questionnaire and had their feedback session videotaped. The mean perceived overall quality of senior students’ overall feedback was 4.75 SD 0.52. They especially valued self-evaluation (mean 4.80 SD 0.67), balanced feedback (mean 4.93 SD 0.29) and provision of simulated patient’s feedback (mean 4.97 SD 0.17). The overall objective assessment of the feedback quality was 3.73 SD 0.38: highly scored skills were subjectivity (mean 3.95 SD 1.12) and taking into account student’s self-evaluation (mean 3.71 (SD 0.87). Senior students mainly addressed history taking issues (mean items 3.53 SD 2.37) and communication skills (mean items 4.89 SD 2.43) during feedback. Participants reported that near peer feedback was less stressful and more tailored to learning needs– challenges for senior students included to remain objective and to provide negative feedback.
Conclusion
Increased involvement of near peers in teaching activities is strongly supported for formative OSCE and should be implemented in parallel even if experience teachers are again involved in such teaching activities. However, it requires training not only on feedback skills but also on the specific content of the formative OSCE.
... [2,3] Social constructivism is characterized by a learning process to improve the common understanding which is created by collaborative interaction in a group environment. [4] According to this theory, PAL helps students to learn from their The word "doctor" is derived from the Latin word for "docere" which translates as "teaching". The word stresses the teaching role of doctors before students, colleagues, and patients. ...
Background and aims:
: This study aims to evaluate the implication of peer-assisted learning model adopted in students' clinical skills training from the perspective of tutees and tutors at the end of a peer-tutored clinical skills program and peer tutors themselves.
Subjects and methods:
This cross-sectional study was conducted in the Faculty of Medicine, Bursa Uludag in between January and March 2018. Following the clinical skills training, a questionnaire designed to assess the views of tutees and peer tutors was filled out on a voluntary basis by 159 tutees and 43 tutors. The statistical analysis of the collected and processed data was analyzed by using IBM SPSS 23.0 statistical program. The statistical significance level was maintained as α = 0.05.
Results:
According to the Likert scale, satisfaction with the tutors and the educational environment was high in general. The 2nd term tutees provided more negative feedback compared to other terms. Among all the terms, the most positive answers were provided by the 3rd term students. Although the tutors found themselves fully skilled in communication with colleagues, there were striking differences between the tutors in the 5th and 6th terms of providing a good role model for pre-clinical terms students.
Conclusion:
Considering peer assisted learning (PAL)'s positive responses from this study, the adoption of PAL has been started to be used as a supplementary teaching method for the clinical skills training at the Faculty of Medicine, Bursa Uludag University. PAL is considered a successful education model since it is cost-efficient for undergraduate medical training and improves the professional skills of both teacher and learner students. It can be availed of as an alternative method in medical faculties where especially the number of academic members is insufficient.
... Cette perspective est étroitement associée à de nombreuses théories, tel que les théories du développement de Vygotsky (1980) et la théorie sociale cognitive de Bandura (1986). L'objectif du socioconstructivisme est de comprendre la construction des connaissances en termes d'interaction sociale (Atwater, 1996). Cette théorie est basée sur les deux principes suivants : ...
La présente recherche vise à identifier les facteurs qui influencent l’acquisition des concepts de l’électricité chez les lycéens du Tronc Commun Sciences dans le contexte du système éducatif marocain. En se basant sur ces facteurs et afin de contribuer à l’amélioration de l’acquisition de ces concepts, nous proposons quelques solutions opérationnelles. Pour atteindre cet objectif, nous adoptons une méthodologie mixte qui combine le quantitatif et le qualitatif.
Les principaux résultats sont présentés sous formes d’articles. Chaque article vise un objectif spécifique de recherche. Dans le premier article, nous avons étudié sur le terrain les facteurs qui entravent l’acquisition des concepts de l’électricité chez les lycéens marocains. Le deuxième article montre les conséquences du manque des activités expérimentales sur l’apprentissage des concepts électriques. Les résultats du troisième article ont montré que les enseignants des sciences physiques du secondaire ont besoins d’une formation continue à distance axée sur l’intégration des TIC. Pour ce faire, nous avons proposé dans le quatrième article la structure et le scénario général de cette formation continue. Le cinquième article propose une solution pour remédier au problème du manque des activités expérimentales dans les laboratoires marocains. Pour opérationnaliser cette solution, nous avons élaboré, dans le sixième article, un scénario d’intégration du simulateur PSPICE en présence de la démarche d’investigation. Le septième article questionne les prés requis « informatique » nécessaires des lycéens marocains pour utiliser le simulateur PSPICE dans leurs processus d’apprentissage. Les résultats du huitième article montrent une perception générale positive de l’effet de la simulation sur la motivation des apprenants.
Cette recherche, première en son genre au Maroc, apporte de nouvelles données sur l’enseignement de l’électricité dans le cycle secondaire qualifiant. Sa contribution originale est de mieux comprendre les obstacles qui gênent l’enseignement de l’électricité. Elle offre également des solutions opérationnelles à ces obstacles.
... Over the past several decades, social constructivist theories attending to race/ethnicity have emerged (Lent, Brown, & Hackett, 2000). Constructivist approaches to education and career have been proposed as one way to work effectively with multicultural populations (Atwater, 1996;Constantine & Erickson, 1998;Stead, 2004). Because the theoretical underpinnings of an Interpretative Phenomenological Analysis (IPA) relate so closely to social constructivism, this study lends well to its use. ...
... Accordingly, the research question address characteristics that make cities liveable. Hence, philosophical stance of the study is positioned at social constructivism because it facilitates understanding realities built by individuals of different backgrounds and reconstituting to include in a scientific realism (Atwater 1996). Between the deductive an inductive approach declared by Saunders et al. (2019), this study follows a deductive approach because a scientific realism of liveability is obtainable through deducing the views of stakeholders of the city of Colombo. ...
... Social constructivism relies on the same foundation as constructivism and gives an opportunity to apply Language Socialization theories to constructivist teaching practices (Atwater, 1996;McGroarty, 1998). Where earlier educational theories took as their aim the transmission of decontextualized knowledge and skills, followed by practice applying that knowledge to different contexts, later cognition studies concluded that there is no such thing as decontextualized learning (Perret-Clermont, Perret, & Bell, 1991). ...
Language Socialization and Politeness Theory are applied to analyzing six months of student-teacher and student-student talk in computer science classes. Includes recommendations for improving student belonging, desire to continue in Computer Science field, and terminology acquisition
... 40). Through the use of instructional practices that provide cultural knowledge and skills, middle-level educators can make their instruction multicultural (Atwater, 1996;Basu & Barton, 2007;Hammond, 2001). Often misinterpreted for signs of defiance or non-interests, the cultural affiliations or social norms that students embrace (Katz, 1999;Morris, 2005) have resulted in them not feeling like they were a part of the whole community. ...
Recently, the field of social innovation (SI) is making rapid progress and this development is being supported by unprecedented opportunities for digital technology. However, digital social innovation (DSI) should be seen as part of a youth work practice where alternative solutions can be found to improve the living conditions of communities and young people. DSI encourages young people to explore how innovative technology can be used to address societal challenges. To date, no studies have been conducted to support youth workers in the areas of digitalization and SI. This book chapter, therefore, explores the relevance of DSI to youth work practices. This chapter gives an overview of the meaning of SI, DSI, and a renewed focus on DSI and related concepts in youth work practice. It concludes with a framework for DSI in the field of youth work and the implications of indicators.
... Another participant may build that sense of confidence through social persuasion, that is, sustained encouragement from a mentor at ("I met my life mentor at the ESA meetings"; Respondent ID: 5094). People come to "know" information by scaffolding new ideas onto previous experiences (Atwater 1996). SEEDS not only provides scaffolding, but also recognizes that each student is starting from a different place and, therefore, they each need different types of support in order to feel like they are part of the scientific community. ...
Programs designed to broaden participation in science are often deemed “successful” based on quantitative evidence such as student participation rates, retention, and persistence. These numbers alone only explain that a program met its goals; they seldom critically explain how, specifically, the program achieved its success. To address this gap, we studied students’ perspectives about and experiences with the Ecological Society of America's award‐winning education and diversity mentoring program, Strategies for Ecology Education, Diversity and Sustainability (SEEDS). The persistence rate in ecology by SEEDS participants is three times greater than the national average, but the numbers alone do not explain the program's impact. We explored the reasons why this program has been so successful by gathering qualitative data as direct evidence explaining how SEEDS influenced participants’ decisions to study science and pursue science careers, and the resulting integration into a scientific community. We coded open‐ended survey responses from SEEDS alumni against a social influence theoretical framework that proposes three dominant processes that predict students’ integration into a scientific community: scientific self‐efficacy, scientific identity, and shared values with the scientific community. We not only found emergent evidence for all three processes, but we also gained a deeper understanding of how—in participants’ own words—SEEDS achieves its success. Specifically, SEEDS successfully welcomes students into a science community by (1) providing both breadth and depth of programming that offers flexible, multilayered approaches to developing self‐efficacy to fit the needs of diverse students, (2) enabling participants to integrate a science identity into other preexisting identities, and (3) implementing programming that intentionally helps participants to consciously connect their values with those of their communities.
... 2 Theoretical background PAL is a collaborative learning strategy based on social constructivism and cognitive congruence theories. 3,4 Social constructivism is collaborative in nature, with learners constructing their knowledge within a social context through interaction. It requires students to evaluate and interpret information for their learning purposes. ...
Introduction:
Peer Assisted Learning (PAL) is collaborative learning in which students from the same or different academic levels learn from each other. It is meant to support the regular teaching and learning process. Learning in PAL can be explained by constructive social learning theories and has many advantages such as, students' perception of it and the ease of discussion between peers. This study aims to measure students' perception of PAL in the context of radiography education.
Methods:
A PAL programme was implemented in one module taught to second year radiography students. A questionnaire was then distributed to the participating students (n = 28) to measure their perception of PAL; the questionnaire consisted of 13 questions with a Likert scale of 5 (1 = strongly disagree to 5 = strongly agree). The results were analysed using SPSS to calculate the percentages, means, standard deviations, and factorial analysis.
Results:
Twenty-six students responded to the questionnaire (92.8%). The range of agreement in all questionnaire items ranged from 79.9% to 92.3%. The factor analysis revealed two main factors affecting students' acceptability. PAL enriched students' learning experience and helped them in preparation for exams.
Conclusion:
The use of PAL is highly acceptable by students in context of radiography education.
Implications for practice:
More studies are necessary to confirm the best methods of using PAL. These may involve both students and educators, and pre- and post-methods.
... The FRAME model also utilizes principles of Vygotsky's sociocultural theory and social constructivism that emphasize learning via social negotiation between individuals . In the context of educational practice, both the social interactions involved in collaborative activities and socially accepted cultural norms and expectations greatly influence student learning (Atwater, 1996;Shepardson, 1999). In mobile learning, exchange of information, interaction, and communication may occur between learners who belong to unique cultural backgrounds. ...
The growing popularity of mobile technologies in educational settings, from grade schools through college, has prompted science educators to prepare preservice teachers to successfully integrate technology into science teaching. This mixed‐methods study explores the effectiveness of a mobile technology‐based physics curriculum, Exploring Physics, on preservice elementary teachers' technology self‐efficacy. Participants included 67 preservice elementary teachers enrolled in a specialized physics content course at a large public university in the United States. The experimental group (N = 34) used the Exploring Physics curriculum on iPads, and the comparison group (N = 33) used a hard‐copy version of a similar curriculum. Data sources included a technology self‐efficacy survey administered as pre‐ and posttests, focus group and individual interviews with 24 participants at two time points, weekly classroom observations, and artifacts. Data analyses included repeated measures analysis of variance and posthoc t tests with Bonferroni adjustments and grounded theory techniques. The results showed significant positive changes in the experimental group participants' technology self‐efficacy. In contrast, there was a significant decrease in the comparison group participants' technology self‐efficacy. Several affordances of the curriculum assisted the experimental group participants in developing an appreciation for using mobile technologies in science teaching. Implications for preservice teacher preparation for technology integration in science teaching are discussed.
... set of challenges, which may arise based on how students view other ethnicities and how willing they are to work with others (Atwater, 1996;Powell and Kalina, 2009). To foster an inclusive classroom, it is imperative to be able to quantify how different students may or may not engage with the group learning environments, so we can understand the potential biases that are present, among other factors that contribute to an effective collaboration in the learning process. ...
Group work in science, technology, engineering, and mathematics courses is an effective means of improving student outcomes, and many different factors can influence the dynamics of student discussions and, ultimately, the success of collaboration. The substance and dynamics of group discussions are commonly examined using qualitative methods such as discourse analysis. To complement existing work in the literature, we developed a quantitative methodology that uses graph theory to map the progression of talk-turns of discussions within a group. We observed groups of students working with peer facilitators to solve problems in biological sciences, with three iterations of data collection and two major refinements of graph theory calculations. Results include general behaviors based on the turns in which different individuals talk and graph theory parameters to quantify group characteristics. To demonstrate the potential utility of the methodology, we present case studies with distinct patterns: a centralized group in which the peer facilitator behaves like an authority figure, a decentralized group in which most students talk their fair share of turns, and a larger group with subgroups that have implications for equity, diversity, and inclusion. Together, these results demonstrate that our adaptation of graph theory is a viable quantitative methodology to examine group discussions.
... Two major thematic strands emerged. Grounded in the foundations of multicultural science education (Atwater 1996;Rodriguez 1998;Aikenhead 1996;Meyer and Crawford 2011;Sandoval 2005), the first strand of research consisted of both conceptual and empirical work that sought to definitively locate avenues for more productive relationships between inquiry-based practice in STEM and outcomes for diverse students (Sadler et al. 2007;Carlton Parsons 2000). Within this strand, the enculturation into STEM culture was theorized as being a formidable challenge to achieving these goals (Hodson 1999;Trionfas 2012;Sharma and Muzaffar 2012). ...
This article explores the concept of anti-blackness as a theoretical construct that may offer new openings towards transformative and liberatory projects concerned with race and inequity in STEM education research, policy, and pedagogical reform. The article first unpacks the historic, economic, political, and therefore racialized contexts of the ubiquitous bundle of STEM education reforms known as “inquiry.” Then, an overview of key theoretical constructs from Black Studies is provided, along with a more specific overview of how the framing ideas of BlackCrit (Dumas and Ross 2016) allow for more incisive examinations of anti-blackness in school contexts. Through the illustrative example of inquiry, the author shows how a BlackCrit analytic of anti-blackness might reframe inquiry in STEM as an anti-black construct. Implications related to the teaching and learning of STEM are discussed.
... In the context of science education, social constructivism has many applications. Atwater (1996) asserts the importance of research into social constructivism incorporated into multicultural science education. Since schema are constructed from cultural experiences, and scientific schema are reconstituted from these cultural schema, it is important to understand how multicultural students construct knowledge to build schema to understand science concepts. ...
Model-Based Inquiry (MBI) is an instructional model which engages students in the scientific practices of modeling, explanation, and argumentation while they work to construct explanations for natural phenomena. This instructional model has not been previously studied at the community college level. The purpose of this study is to better understand how MBI affects the development of community college students’ conceptual understanding of evolution and engagement in the practices of science. Mixed-methods were employed to collect quantitative and qualitative data through the multiple-choice Concepts Inventory of Natural Selection, student artifacts, and semi-structured interviews. Participants were enrolled in Biology Concepts, an introductory class for non-science majors, at a small, rural community college in the southwestern United States. Preliminary data shows that conceptual understanding is not adversely affected by the implementation of MBI, and that students gain valuable insights into the practices of science. Specifically, students who participated in the MBI intervention group gained a better understanding of the role of models in explaining and predicting phenomena and experienced feeling ownership of their ideas, an appropriate depth of thinking, more opportunities for collaboration, and coherence and context within the unit. Implications of this study will be of interest to postsecondary science educators and researchers who seek to reform and improve science education.
... Teachers' awareness of student diversity influences students' learning through this type of instruction. This is because proper learning materials based on their understanding encourage students' multicultural and harmonious interactions and collaboration in the classroom (Atwater, 1996). Therefore, teachers' implementation of student-centered instruction requires understanding of sociocultural perspectives of learning (Banks, 1997;Barba, 1995). ...
Many efforts have been made to reach educational equity, especially to reduce mathematics and science achievement gaps by students’ socioeconomic status. Across countries, educators strive to reform traditional teacher-centered instructional approaches to more student-centered/inquiry-based instruction to improve equity in education. In this context, this study examines whether relationships between socioeconomic status and scientific or mathematical literacy are moderated by student-centered instruction. Ten countries covering a wide range of achievement levels as well as equity in education are selected for an international comparison. A linear regression analysis is applied to student achievement, equity, and frequency of student-centered instruction data from the PISA 2012 and PISA 2015. We find mixed results: As student-centered instruction is offered more frequently, the gap in mathematical and scientific literacy between low and high socioeconomic status is generally narrowed or maintained. In most countries, students’ mathematical and scientific literacy scores are expected to decrease across all socioeconomic status as student-centered instruction is given more frequently. The findings necessitate further scrutiny of how teachers implement student-centered instruction in various educational systems. This further research need to consider the complexity of implementation related to sociological and pedagogical aspects.
... Work around equity and multiculturalism in science education seeks to bring these students to science, and, to a lesser extent, to revision science through a broader range of views of the natural world and our place in it (Barr & Birke, 1998;Barton, 1998;Cobern, 1998;Eisenhart & Finkel, 1998). In particular, inequities associated with race, ethnicity, economic status, class, and gender draw the attention of some science educators (Atwater, 1994(Atwater, , 1996Kahle and Meece, 1994;Stanley & Brickhouse, 1994). In this work, and in general work on equity and multicultural education (Banks, 1999;Nieto, 2000), there is nearly complete silence around queer, or non-normative, sexual identities. ...
... in a group setting towards the development of shared meaning created by the collaborative interaction itself. 6 PAL is informed by this theory in that students learn from peers in a social setting towards a common goal of understanding. 5 The more commonly cited theory underpinning peer-assisted learning initiatives is cognitive congruence. 1,5,7 Cognitive congruence focuses on the relative gap in knowledge between a student and an instructor and states that the relatively smaller gap between student teachers and student learners allows for the enhancement of communication of facts and understanding. ...
Introduction
Peer-assisted learning (PAL) is the development of new knowledge and skills through active learning support from peers. Benefits of PAL include introduction of teaching skills for students, creation of a safe learning environment, and efficient use of faculty time. We present a novel approach to PAL in an emergency medicine (EM) clerkship curriculum using an inexpensive, tablet-based app for students to cooperatively present and perform low-fidelity, case-based simulations that promotes accountability for student learning, fosters teaching skills, and economizes faculty presence.
Methods
We developed five clinical cases in the style of EM oral boards. Fourth-year medical students were each assigned a unique case one week in advance. Students also received an instructional document and a video example detailing how to lead a case. During the 90-minute session, students were placed in small groups of 3–5 students and rotated between facilitating their assigned cases and participating as a team for the cases presented by their fellow students. Cases were supplemented with a half-mannequin that can be intubated, airway supplies, and a tablet-based app (SimMon, $22.99) to remotely display and update vital signs. One faculty member rotated among groups to provide additional assistance and clarification. Three EM faculty members iteratively developed a survey, based on the literature and pilot tested it with fourth-year medical students, to evaluate the course.
Results
135 medical students completed the course and course evaluation survey. Learner satisfaction was high with an overall score of 4.6 on a 5-point Likert scale. In written comments, students reported that small groups with minimal faculty involvement provided a safe learning environment and a unique opportunity to lead a group of peers. They felt that PAL was more effective than traditional simulations for learning. Faculty reported that students remained engaged and required minimal oversight.
Conclusion
Unlike other simulations, our combination of brief, student-assisted cases using low-fidelity simulation provides a cost-, resource- and time-effective way to implement a medical student clerkship educational experience.
Eğitim Politikalarında Temel Kavramlar Ayşe Ahsen TALU Küresel ve Ulusal Eğitim Politikalarının Gelişimine Tarihsel Bir Bakış Hande ÇELİK K12 Düzeyinde Karşılaştırmalı Fen Öğretim Programlarında Öğrenme Alanları ve Standartlar Dilara UÇAR Farklı Ülkelerde Fen Kazanımlarını Ölçme ve Değerlendirme Zeynep ALEMDAR ZİHNİ Karşılaştırmalı Fen Öğretmen Eğitimi Çağla KUTRU Nazife KARAGÖZ BOLAT Gamze ALIN URAN Hizmet İçi Öğretmen Eğitimi ve Hizmet İçi Öğretmen Eğitiminde Başarı Gösteren Ülkelerde Eğitim Politikalarının Gelişimi Tuğba ATUN Fen Eğitiminde 21.Yüzyıl Becerileri ve Fen Öğretmenlerinin Gelişimi İrem Nur ÇELİK Farklı Ülkelerin Fen Eğitimi Bağlamında Sosyo-Kültürel Yapılarına Karşılaştırmalı Bakış Esra ÇAKIR Çokkültürlü Fen Bilimleri Eğitimi Politikaları Elif Gamze GÜNER Funda ÖZSOY Özel Öğrenciler için Kapsayıcı Fen Eğitimi Zübeyde GÜNEŞ Farklı Ülkelerde Güncel Fen Eğitimi Yaklaşımları Özden Bilge ÇALIM Farklı Ülkelerin Karşılaştırmalı STEM Politikaları Emine EREN Merve EROL Yapay Zekâ Teknolojileri ve Fen Eğitimi Hasan GÖKDEMIR Fen Eğitiminde İnovasyon Betül AYDIN Fen Bağlamında Çevre Eğitimi ve Sürdürülebilirlik Deniz YÜCEL Okul Dışı Öğrenme Ortamları ve Fen Eğitimine Yansımaları Doğa YÜCEL Dünyada Fen Eğitimi Politikalarında Mevcut Durum, Fen Eğitiminin Geleceği ve Türkiye İçin Yol Haritası Önerisi İlke ÇALIŞKAN
In this chapter, we argue for the criticalness of inclusiveness by creating educational spaces for multiple cultures and languages. We suggest the need to understand that science teaching takes place in contextualized complex conversational spaces, especially when these spaces are characterized by different languages and students with different cultural and identity trajectories. In this chapter, we use the term bilingualism/multilingualism/plurilingualism (BMP) as one. There is a deliberateness in combining these precise and theoretically separate terms as they all underscore the need for respecting the linguistic and cognitive tools a student brings to the science classroom. A student’s language, coupled with social interaction and collaboration in an educational space where otherness is respected and included, can enrich and facilitate a student’s learning to include science. We question if in a society when a dominant language, such as English, is considered the lingua franca of science teaching, how does this influence the beliefs that science teachers have about teaching science through a BMP filter or model?
As the student population in the nation's schools becomes more linguistically and culturally diverse, it is essential to establish a knowledge base that promotes academic achievement and equity for all students. Based on the conception of equity from a cultural anthropology or cross-cultural perspective, the article addresses issues of equity in science learning and teaching for students from diverse languages and cultures. It provides a synthesis of major issues and research findings for effective classroom practices in the multicultural science education literature. Recommendations are also offered for a research agenda that contributes to achieving the goal of science for all, including students from diverse languages and cultures.
This research study examines those aspects of Indigenous Knowledge (IK) that could be socially and culturally relevant in the Western Cape Province, South Africa, for teaching meteorological science concepts in a grade 9 Social Science (Geography) classroom using dialogical argumentation as an instructional model (DAIM). The literature reviewed in this study explains the use of argumentation as an instructional method of classroom teaching in particular dialogical argumentation, combined with IKS (Indigenous Knowledge Systems), which in this study is seen as a powerful tool both in enhancing learners’ views and positively identifying indigenous knowledge systems within their own cultures and communities, and as tool that facilitates the learning of (meteorological) literacy and science concepts. With the development of the New Curriculum Statements (NCS) and the Curriculum and Assessment Policy Statements (CAPS) for schools, the Department of Basic Education (DBE) of South Africa acknowledges a strong drive towards recognising and affirming the critical role of IK, especially with respect to science and technology education. The policy suggests that the Department of Education take steps to begin the phased integration of IK into curricula and relevant accreditation frameworks. Using a quasi-experimental research design model, the study employed both quantitative and qualitative methods (mixed-methods) to collect data in two public secondary schools in Cape Town, in the Western Cape Province, South Africa. A survey questionnaire on attitudes towards, and perceptions of high school, of a group of grade 9 learners, as well as their conceptions of weather, was administered before the main study to give the researcher baseline information and to develop pilot instruments to use in the main study. An experimental group (E-group) of learners were exposed to an intervention - the results were recorded against a control group (C-group) that were exposed to no intervention. Both the E-group and C-group were exposed to a Meteorological Literacy Test (MLT) evaluation before and after the DAIM intervention. The results from the two groups were then compared and analysed according to the two theoretical frameworks underpinning the study, namely, Toulmin’s Argumentation Pattern - TAP (Toulmin, 1958) and Contiguity Argumentation Theory - CAT (Ogunniyi, 1997). The findings of this study revealed that: Firstly, the socio-cultural background of learners has an influence on their conceptions of weather prediction and there was a significant difference between boy’s and girls’ pre-test conceptions about the existence of indigenous knowledge systems within the community they live in. For instance, from the learners’ excerpts, it emerged that the girls presented predominantly rural experiences as opposed to those of the boys which were predominantly from urban settings. Secondly, those E-group learners exposed to the DAIM intervention shifted from being predominantly equipollent to the school science to emergent stances and they found a way of connecting their IK to the school science. The DAIM model which allowed argumentation to occur amongst learners seemed to have enhanced their understanding of the relevance of IK and how its underlying scientific claims relate to that of school science. Thirdly, the argumentation-based instructional model was found to be effective to a certain extent in equipping the in-service teachers with the necessary argumentation skills that could enable them to take part in a meaningful discourse. The study drew on the personal experiences and encounters from a variety of sources. These included storytelling-and sharing, academic talks with local community members recorded during the research journey, formal round table discussion and talks at international and local conferences, conference presentations, informal interviews, indigenous chats at social event-meetings, and shared experiences at IKS training workshops as a facilitator. These encounters lead to the formulation of the research study and occurred throughout the country in various parts of the Southern African continent including: Namibia, Zimbabwe, Malawi, Botswana, Tanzania and Mozambique.
How students construct mental models, process information, and utilize their working memory during problem-solving processes remains a black box in discipline-based education research. Physiological responses can give researchers insight into how these processes occur. Researchers in other fields have shown one physiological response, pupillary dilation, is correlated to cognitive load, a measure of the amount of working memory used during mental tasks. However, there are many challenges to using pupillary dilation in education-based research, including accounting for changes in dilation over the course of a problem-solving episode (several minutes), appropriately controlling for the environment, and cleaning noisy data. In this chapter, some of these challenges will be discussed and an example of how this method has been applied in chemistry education will be presented.
Book reading in the Arab region is believed to be lower than in regions of similar economic status, but this has not been tested using nationally representative data. This study used the sociocultural theory of learning, particularly the concepts of "more knowledgeable others" and "cultural tools," to examine influences on Arabs' reported book reliance. The study examined print and e-book reliance among Internet users in six Arab countries: Egypt, Saudi Arabia, Tunisia, Lebanon, Qatar, and the United Arab Emirates (Arab respondents n = 3,510; Western and Asian expatriates n = 989). Arab respondents in Saudi Arabia and the United Arab Emirates, countries with large numbers of expatriates, reported lower book reliance than Asian or Western expatriates, but this was not the case in Qatar. Although numbers of expatriates suitable for similar comparisons were not among data samples collected in Egypt, Lebanon, and Tunisia, Arab respondents in those countries did nonetheless report markedly lower book reliance than non-Arabs elsewhere in the region. Use of news apps and reliance on in-person conversations for news positively predicted reliance, whereas time spent in person with family and friends and frequency of social media posts were negative predictors.
Globalization, in the case of science education, leads not only to an increase in homogeneity but also to an increase in cultural encounters. In this study, researchers from 2 distinct cultures, South Africa and Finland, used a qualitative approach to probe student teachers’ perspectives on chemistry education. Participants were 1st-year chemistry student teachers (n = 80) from South Africa and student teachers (n = 87) from Finland who were in varying stages of their studies. Student teachers’ perceptions were categorized using the 5 thematic categories of the culturally responsive teaching model: content integration, facilitating knowledge construction, prejudice reduction, social justice, and academic development. Both the South African and the Finnish student teachers mainly indicated content integration. In addition, facilitating knowledge construction and prejudice reduction were expressed in relation to the need for communication with peers. Social justice was emphasized more in South Africa than in Finland. Academic development was also highlighted, given that understanding the nature of chemistry is necessary to ensuring quality teaching. Furthermore, respondents believed that the ability to apply various teaching and learning methods was essential for successful chemistry teachers.
The result of misunderstanding science by students is their inability as future citizens to impact science public policies. The solution argued last year included creating courses in science studies serving two purposes: destroy students’ stereotypical certainties about science and help them become “historical realists” in regard to scientific practices. But we also speculated that dismissing the myth of scientific objectivity and teaching the historical and sociological underpinnings of science might lead to turning students into epistemological relativists. We now have a solution to the social-constructivist trap stemming from studies of science. This paper inquires into American contexts such as scientific illiteracy, post-modernism in high schools and colleges, and the media, all of which help produce a generalized inability to demarcate science from pseudoscience. Science studies courses guide students into both making epistemological distinctions and understanding the nature of science. Informing methodologies, course format, and bibliography follow.
We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we empirically derived account for Nahua students’ cultural cognition, socialization, and cultural narratives, thus supporting Indigenous students in navigating the differences between their culture and the culture and language of school while learning complex science concepts such as natural selection. The process of curricular contextualization we propose is empirically driven, taking culture, and socialization into account by using multiples sources (cognitive tasks to explore teleology, ethnographic observation of students’ community and classroom, and interviews with students and community members) and builds on the scholarship in Culturally Relevant Pedagogy and Indigenous Education. We used these principles to redesign a middle school biology unit on natural selection to make it more culturally relevant for Nahua students. The enactment of this unit resulted in students being engaged in science learning and achieving significant learning gains. The significance of this study lies in presenting evidence that learning science in culturally relevant ways supports the learning of challenging biology concepts. We provide evidence that Western science can be learned in ways that are more aligned with Indigenous students’ Traditional Indigenous Knowledge, thus informing the implementation of educational policies aiming to improve the quality of secondary education for Indigenous adolescents. Our proposed contextualization principles can benefit students of all cultural identities who feel that their religion, language, or traditional knowledge are not aligned with school science, facilitating their access to culturally relevant science education. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 9999:XX–XX, 2017.
The story of the modernization of Ireland is closely linked to, and in part depends on, the development and expansion of Irelands’ third level sector. Since the 1960s there has been a firm emphasis in social policy and political discourse on ensuring economic growth and making Ireland more equal through the expansion of the education system. Widening access to higher education (HE) for underrepresented student groups is an important part of this larger narrative. This chapter presents the broad historical, political and policy contexts of this access story. It will begin by placing the access story in historical perspective and in particular will trace the impact of swathe of economic and social reforms in the 1960s and the influence of the EU and OECD on educational policy. Following this we will review the achievements and limitations of access policies since the 1990s and discuss how neoliberalism, crisis and austerity have altered HE and the reconfigured access.
As the access story unfolds, various plots and sub plots emerge in the narrative. But not all who gain access complete the journey. In this chapter we will discuss how retention is linked to access and equality, review what the research indicates about student retention, completion and persistence in general and then conclude with an outline of what the research says about retention and specific groups of non-traditional students.
This essay articulates two distinct sources for the set of teaching practices that have come to be called “feminist pedagogy.” The separate contributions of liberation pedagogy and of feminist theories of women's development are described. It is argued that neither approach taken by itself is adequate to produce a feminist pedagogy that fully challenges the androcentric universals of conventional teaching practices. By synthesizing the two approaches, however, feminist pedagogy can be developed in a way that will have a strong influence on contemporary education.