Preservice and Inservice Teachers’ Ideas of Multiculturalism: Explorations Across Two Science Methods Courses in Two Different Contexts

Mensah, Felicia Moore; Brown, Julie C.; Titu, Preethi; Rozowa, Paula; Sivaraj, Ramya; Heydari, Roya

doi:10.1080/1046560x.2018.1425820

Cited by 23 publications

(17 citation statements)

References 22 publications

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“…In relation to the virtual reality research field itself, we align most with the typology of technologically enhanced learning environments as being a Simulation Environment : namely, our VR 360 designs provided our students with “[a] modeling environment designed to simulate activities that are unlikely to happen in real life due to danger and expense” (Reisoğlu, Topu, Yılmaz, Yılmaz, & Göktaş, , p. 85). To clarify, we are not arguing that the contexts are “dangerous”; instead, thinking pragmatically about the struggles science teachers have with designing relevant science curriculum for diverse youth (Braaten & Sheth, ; Mensah et al, ), we contend that to take whole classrooms of 30+ children into their local community (while applaudable) is often not possible given economic and organizational resource restraints often lamented about in urban schools.…”

Section: Technology Rationale and Designmentioning

confidence: 98%

“…This is of particular importance for urban elementary science teachers who struggle to design and embrace responsive pedagogies that both leverage this reform‐minded agenda and adopt a relevant science content application (cf. Braaten & Sheth, ; Mensah et al, ). In this way, we argue, contextually designed learning in science can increase the content relevancy as a “best practice” specifically for diverse elementary learners to develop favorable disciplinary attitudes and interests (Hayes & Deyhle, ), priming a learning experience where urban students can embrace a personally meaningful and situationally interesting type of content relevancy (Priniski, Hecht, & Harackiewicz, ).…”

Section: Background Literaturementioning

confidence: 99%

“…Together, our study, along with those studies in VR more broadly, encourages researchers and teachers to explore the dynamic potential of VR 360 to impact diverse students' learning and sense of connection to the discipline as a function of leveraging these students' local contexts as sites where science can be learned, an affordance emphasized by equity‐focused K‐16 STEM education research more broadly (Calabrese Barton & Tan, ; Garibay, ; Kayumova, McGuire, & Cardello, ; Vakil, ; Vossoughi, Hooper, & Escudé, ). Thus, while aligning curriculum to pursue relevant ways of teaching and learning science continues to be a struggle for science teachers (Braaten & Sheth, ; Mensah et al, ; Rodriguez, ), this struggle, specifically in elementary science, has been shown to be ameliorated by research–practice partnerships where design elements that contextualize science content in students' local contexts and leverage students' identities afford students the chance to embrace a nuanced type of learning, as well as the capacity to apply what they have learned (Buxton, ; Djonko‐Moore, Leonard, Holifield, Bailey, & Almughyirah, ; Upadhyay, Maruyama, & Albrecht, ).…”

Section: Implications and Principal Contribution To The Fieldmentioning

confidence: 99%

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Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

Boda

Brown

2019

J Res Sci Teach

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The development of three‐dimensional learning among all K‐12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill‐prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three‐dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design‐based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed‐methods design with a two‐way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self‐reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources.

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Section: Technology Rationale and Designmentioning

confidence: 98%

Section: Background Literaturementioning

confidence: 99%

Section: Implications and Principal Contribution To The Fieldmentioning

confidence: 99%

See 1 more Smart Citation

Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

Boda

Brown

2019

J Res Sci Teach

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“…To a large extent, as a science teacher education community as a whole, we have struggled to make progress in supporting science teacher education that provides more equitable access and forms of participation capable of redistributing power and legitimizing minoritized populations knowledge and knowledge production practices (c.f., Dawson, 2017;Gutiérrez, 2016). While JSTE has helped elevate pockets of effective work in this area (e.g., Brenner, Bianchini, & Dwyer, 2016;Lee, Miller, & Januszyk, 2016;Mensah et al, 2018;Verma, 2009), there is an increasing need to address this issue. We believe JSTE can help address this shortcoming by, among other strategies, considering ways in which work published within JSTE is prompted to foreground equity.…”

Section: Equity and Justice-oriented Science Teacher Educationmentioning

confidence: 99%

JSTE as a Forum for Engaging in Knowledge Generation and Discourses in Science Teacher Education, Equity and Justice-Focused Science Teacher Education, and Professional Learning for Science Teacher Education Scholars

Campbell

Verma

Melville

et al. 2019

Journal of Science Teacher Education

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For the past 30 years, JSTE has served as an influential voice in science teacher education. This can be seen historically in the heterogeneity and importance of issues explored in research published within JSTE and the diversity of esteemed scholars who have contributed to the journal, as well as the influential leaders who have served in editorial roles. It is within this stream of the journal's history that we find ourselves as the new Co-Editors in Chief of JSTE, having only recently taken up our post January 1st, 2019. In fact, this serves as the first opportunity to craft an editorial solely authored by us for the journal, after having had the privilege of co-authoring a joint-editorial with our distinguished predecessors, Norman and Judith Lederman, and inviting a guest editorial from Eric Banilower to outline important National Survey of Science and Mathematics Education (NSSME+) 1 findings related to science teacher education (Banilower, 2019) in the editorials included to date in Volume 30. Given this, we wanted to be sure we took advantage of this opportunity to outline the role we envision for the journal into the next five years. As the title of this editorial makes explicit, we see JSTE playing a critical role for the science teacher education community, especially members of the Associate for Science Teacher Education (ASTE), by serving as a forum for engaging in knowledge and discourse in science teacher education, equity and justice-oriented-focused science teacher education, and a medium for the professional learning for science teacher education scholars. The purpose of each of these foci is explicated below, before we end with information about where the journal is currently situated in terms of reach and impact, and in relation to the immediate horizon. Knowledge generation and discourses in science teacher education Glazer and Peurach (2015) note how without some level of collegial forms of collaboration, there is a danger that the field of education will continue to struggle to develop knowledge of teaching and learning that "can provide much-needed balance to the market and bureaucratic strategies that inform current approaches to school improvement" (p. 173). They proposed epistemic communities as a possible form of collegial collaboration focused on improvement that is rooted in the explication of theory, codification of CONTACT Todd Campbell

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“…The development of new ideas in education is important and necessary for the current climate of the multi-culturally-sensitive educational institution and individualities. As can be seen from the researches concerning the new views to multicultural teaching (Mensah et al, 2018), it remains paramount to assess different tasks for students that focus on the series of information gap tasks.…”

Section: Introductionmentioning

confidence: 99%

Multicultural Teaching in Regions (Within Sustainability Conception in Education)

Zhukova

Bogoslovskiy

Dobudko

et al. 2019

SACI

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Preservice and Inservice Teachers’ Ideas of Multiculturalism: Explorations Across Two Science Methods Courses in Two Different Contexts

Cited by 23 publications

References 22 publications

Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

JSTE as a Forum for Engaging in Knowledge Generation and Discourses in Science Teacher Education, Equity and Justice-Focused Science Teacher Education, and Professional Learning for Science Teacher Education Scholars

Multicultural Teaching in Regions (Within Sustainability Conception in Education)

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