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Pushing The Boundaries Of Cultural Congruence Pedagogy In Science Education Towards A Third Space, Cassie Quigley
Pushing The Boundaries Of Cultural Congruence Pedagogy In Science Education Towards A Third Space, Cassie Quigley
Cassie F. Quigley
This review explores Meyers and Crawford’s “Teaching science as a cultural way of knowing: Merging authentic inquiry, nature of science, and multicultural strategies” by examining how they combine the use of inquiry-based science instruction with multicultural strategies. In this conversation, I point to the need of specific discourse strategies to help teachers and students create hybrid spaces to push the boundaries of cultural congruence as described in this article. These strategies include a reflective component to the explicit instruction that encourages an integration of home and science discourses. My response to this work expands on their use of multicultural strategies …
Exploring The Potential Of Using Explicit Reflective Instruction Through Contextualized And Decontextualized Approaches To Teach First-Grade African American Girls The Practices Of Science, Gayle A. Buck, Valarie L. Akerson, Cassie F. Quigley, Ingrid S. Weiland
Exploring The Potential Of Using Explicit Reflective Instruction Through Contextualized And Decontextualized Approaches To Teach First-Grade African American Girls The Practices Of Science, Gayle A. Buck, Valarie L. Akerson, Cassie F. Quigley, Ingrid S. Weiland
Cassie F. Quigley
Contemporary science education policy documents call for curriculum and pedagogy that lead to students’ active engagement, over multiple years of school, in scientific practices. This participatory action research study answered the question, “How can we successfully put twenty-three first-grade African American girls attending a gender school in an impoverished school district on the path to learning the practices of scientists”. The Young Children’s Views of Science (YCVOS) (Lederman, 2009) was used to interview these first-graders pre-, mid- and post-instruction during an instructional unit designed in response to many of the pedagogical strategies research has demonstrated to be effective in other …
Exploring The Potential Of Using Explicit Reflective Instruction Through Contextualized And Decontextualized Approaches To Teach First-Grade African American Girls The Practices Of Science, Gayle A. Buck, Valarie L. Akerson, Cassie F. Quigley, Ingrid S. Weiland
Exploring The Potential Of Using Explicit Reflective Instruction Through Contextualized And Decontextualized Approaches To Teach First-Grade African American Girls The Practices Of Science, Gayle A. Buck, Valarie L. Akerson, Cassie F. Quigley, Ingrid S. Weiland
Cassie F. Quigley
Contemporary science education policy documents call for curriculum and pedagogy that lead to students’ active engagement, over multiple years of school, in scientific practices. This participatory action research study answered the question, “How can we successfully put twenty-three first-grade African American girls attending a gender school in an impoverished school district on the path to learning the practices of scientists”. The Young Children’s Views of Science (YCVOS) (Lederman, 2009) was used to interview these first-graders pre-, mid- and post-instruction during an instructional unit designed in response to many of the pedagogical strategies research has demonstrated to be effective in other …