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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Using Culturally Relevant Experiential Education To Enhance Urban Children’S Knowledge And Engagement In Science, Cara Michele Djonko-Moore, Jacqueline Leonard, Quintaniay Holifield, Elsa Bailey, Sultan Almughyirah
Using Culturally Relevant Experiential Education To Enhance Urban Children’S Knowledge And Engagement In Science, Cara Michele Djonko-Moore, Jacqueline Leonard, Quintaniay Holifield, Elsa Bailey, Sultan Almughyirah
Child and Family Studies Publications and Other Works
Background: Children living in urban areas often have limited opportunities to experience informal science environments. As a result, some do not have a deep understanding of the environment, natural resources, ecosystems, and the ways human activities affect nature. Purpose: This article examines how experiential science education supported urban children’s science knowledge and engagement through cultural relevance and eco-justice during a 1-week summer camp. Methodology/Approach: Third- through sixth-grade children from African American and Latinx urban communities in Colorado participated in a weeklong program using experiential learning opportunities including environmental and climate change lessons, activities at a local community-based site, and field …
Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv
Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv
Catalyst: A Social Justice Forum
English language learners (ELLs) are the fastest growing student population in our nation’s public school systems; yet, preservice and inservice teachers are commonly underprepared to teach science effectively to this group of students. Though obviously inequitable, providing ELLs with poor or subpar science instruction denies them their civil right to equal opportunity to learn science. In this paper, we discuss simulation as a promising way to prepare preservice elementary teachers to plan and deliver quality science instruction and robust opportunities to learn to ELLs.