Reframing Inclusive Science

Reframing Inclusive Science Instruction to Support Teachers in Promoting Equitable Three-Dimensional Science Classrooms 

In this study, the authors draw upon research in multicultural education, and three-dimensional science instruction to propose a framework for inclusive, three-dimensional science instruction. The Framework for Inclusive, Three-dimensional Science Classrooms (Table 1) is intended to support researchers, teachers, and teacher educators in fostering equitable learning opportunities in science. This Framework was developed by examining overlapping goals of the Next Generation Science Standards, and the tenets of multicultural education validated through work with three additional experts and clarified using teaching examples from two urban high school science classrooms. The resulting Framework contains five, key elements of inclusive science classrooms including 1) Positioning students as knowledge generators, 2) Eliciting, Valuing, and Leveraging funds-of-knowledge, 3) Encourages use and sharing of student language, 4) Valuing students’ lived experiences as evidence, and 5) Promoting the use of students’ critical lens to solve problems. Each element includes sub-elements describing teacher and student activities when these elements are present.

Elements of The Framework for Inclusive, Three-dimensional Science Classrooms is further clarified by describing classroom examples from two classroom teachers. Catherine (Figure 1) was a veteran, high school science teacher from a large, midwestern school district, and José (Figure 2) was a veteran high school science teacher from a large, southwestern school district. Descriptions of classroom lessons from these two teachers were analyzed to provide rich examples of each Framework element, and the ways in which teachers engaged with some aspects of and element, and not others – indicating potential areas of growth. The authors intend to use the resulting, validated Framework as an observation and teaching tool for supporting the development of more inclusive science learning environments.

 

Article in Journal of Science Teacher Education 29(8):1-19 · August 2018 

DOI: 10.1080/1046560X.2018.1500418