Science for All: Fostering Inclusive and Global Science Education

1. 36-75 Chapter 2 Science for All Science for All

2. 37 How to Read This Chapter • The chapter is comprised of four sections including global thinking, multicultural education, gender issues in science teaching, and exceptional children and youth. You can focus on any one of these themes individually, but as you begin to explore the science for all concept, you will see that these ideas are interrelated. The issues discussed in this chapter will play a pivotal role in your development as a teacher. You will want to return to this chapter from time to time to review some of the ideas, and follow up on some of the Web sites found in the Gazette. Science for All

3. 37 Invitations to Inquiry • What is the implication of the theme “science for all?” Is this a reality in today’s schools? What needs to be done to make this a reality? • Should global thinking be incorporated into the philosophy and objectives of school science? How should this be accomplished? • What are some specific strategies science teachers might use to infuse global thinking into the science curriculum? • How can science be made understandable and accessible to all students? How can schools overcome barriers to equitable educational opportunities and outcomes? • What are some approaches that science educators can use to infuse equity and multiculturalism into the science program? • What is the nature of a feminist perspective on science education? • What are some strategies to encourage females in science courses and careers? • What should the nature of science teaching be for students with exceptionalities? • How does the concept of the “at-risk student” compare to the concept of the “at-promise student.” • How would you approach the teaching of science for the education of physically impaired, learning disabled, gifted and talented, and at-risk students? Science for All

4. 36-75 Chapter 2 Map Science for All

5. 36 “Science for All” means: • Each learner is unique. • All students can learn. • There is enormous diversity among learners, and this diversity should be respected and accepted. • School science should be designed to meet the needs of all students. • School science should be inclusive, not exclusive. Those who have been traditionally turned away from science should be encouraged to come in. Science for All

6. Perspectives of Science for All • Global Thinking, 37 • Multicultural science education, 44 • Gender, 51 • Exceptionalities, 55 Science for All

7. 36-75 Jigsaw Science for All • Join one of four teams • Global thinking • Multiculturalism • Gender • Exceptional students • Use the inquiry questions provided on the next slide, and the resources in the chapter to prepare a multimedia or 3-panel low-tech report to support a presentation on your team’s topic. • Role play an international conference on the theme “Science for All.” Science for All

8. 36-75 Jigsaw Science for All Global Thinking Should global thinking be incorporated into the philosophy and objectives of school science? How should this be accomplished? What are some specific strategies science teachers might use to infuse global thinking into the science curriculum? Multicultural Science Education What are some approaches that science educators can use to infuse equity and multiculturalism into the science program? Gender Issues What is the nature of a feminist perspective on science education? What are some strategies to encourage females in science courses and careers? Exceptional Students What should the nature of science teaching be for students with exceptionalities? How does the concept of the “at-risk student” compare to the concept of the “at-promise student.” How would you approach the teaching of science for the education of advanced (gifted and talented), and struggling (at-risk) students? Science for All

9. Perspective consciousness: An awareness of an appreciation for other images of the world. Students can learn to understand how people in Eastern, as well as in developing nations conceptualize the world. Global thinking will enrich the activities of students by involving them with a world that is multicultural. State of planet awareness: An in-depth understanding of global issues and events, including the identification of the important global problems facing the planet, and what it will take to get them solved. Cross-cultural awareness: A general understanding of the defining characteristics of world cultures, with an emphasis on understanding similarities and differences. Systemic awareness: A familiarity with the nature of systems and an introduction to the complex international system in which state and non-state actors are linked in patterns of interdependence and dependence in a variety of issue areas. Options for participation: A review of strategies for participating in issue areas in local, national, and international settings. Technology-related systems of communication enable all students to communicate with people in remote places. Thinking as a Citizen—Scientist: An ability to integrate the habits of mind of science with public decision-making. 39 Perspective #1: Global thinking Science for All

10. If you were from one of these countries: Ghana Iraq Russia Argentina Which would be the most serious problems (top 2 or 3) facing you and your fellow citizens? War Technology Water Resources Population Growth World Hunger Terrorist Activity Extinction Hazardous Substances Human Health Air Quality 43 Global Perspective Science for All

11. 43 Inquiry 2.1: Exploring Global Thinking • Using the global problem cards shown here and on page 44, create an international context by joining a team to rank order the seriousness of the 12 problems from the standpoint of citizens of an assigned country. • Follow the procedures outlined in the inquiry (p.43-44). Join with other member to create an international forum on global problems. Science for All

12. 43 Global Problem Cards Science for All

13. Internet Projects & Global Thinking • GLOBE • Global Thinking Project • Global Lab • American Forum for Global Education Science for All

14. 41-50 Multicultural Science Education • Association for Multicultural Science Education • Talent Development Programs at Johns Hopkins University. • Effective Teaching Practices Science for All

15. 46-47 Talent Development Program • Overdetermination of success: Multiple activity approach is put into place, any one of which may lead to enhanced student outcomes. Differentiating instructional practices lead to opportunities to learn for a wide range of students. • Promotion of multiple outcomes: Academic success must be placed in the context of economically and personally valued skills, broad-range intellectual competence, social/emotional proficiency, community and social responsibility, cultural empowerment, and positive life transformations. • Integrity-based social ethos: This mandates that educational stakeholders hold high expectations for themselves and others; take responsibility for and ownership of educational process and outcomes, emphasize voice and choice among participants in the process; and draw on existing knowledge, competencies, and understandings to encourage students’ optimal development. • Co-construction: The co-construction process entails respecting the social and cultural dynamics of students, families, teachers, and other school personnel that affect learning to ensure that these stakeholders have authentic input in the learning process. Science for All

16. Culturally responsive teaching : Culturally responsive teaching emphasizes everyday concerns of students, such as critical family and community issues, and tries to incorporate these concerns into curriculum. Developing learning activities based on familiar concepts helps facilitate literacy and content learning and helps students feel more confident and comfortable about their work. Cooperative learning: Developed more fully later in the book, cooperative learning stimulates learning and helps students come to complex understanding by discussing and defending their ideas with others in small groups. According to Padron, Waxman, and Rivera, cooperative learning is particularly effective with Hispanic students in a number of ways: (a) provides opportunities for students to communicate with each other, (b) enhances instructional conversations, (c) decreases anxiety, (d) develops social, academic, and communication skills, and (e) enhances self-confidence and self-esteem through individual contributions and achievement of group goals. Instructional conversation: Instructional conversation is a teaching practice that provides students with opportunities for extended dialogue in areas that content value as well as relevance for students. Teachers using this strategy provide extended discourse between themselves and students. Cognitively guided instruction: Cognitively guided instruction emphasizes the development of learning strategies and teaches techniques and approaches that foster students’ metacognitive and cognitive monitoring of their own learning. Technology-enriched instruction: The use of technology, such as multimedia is effective because it connects school learning with the real world. Using the Web to create telecommunication networks is effective in that students can communicate with peers and adults through the Internet. Linking Hispanic students with peers who speak their native language is motivational and again links schooling to students’ interests. 49-50 Effective Teaching Practices Science for All

17. 106-107 Parrott Time Line • To give you a broader perspective on the historical markers impacting not only science education, but also technology and science, I want to present a timeline developed by Annette Parrott, a science educator at Lakeside High School, in Decatur, Georgia. She has traced developments in science education; technology and science back thousands of years, and has paid close attention to contributions to these fields by people from many different ethnic groups and affiliations. Some of her findings presented in an abbreviated time line on page 106. You can explore her more complete time line at TheParrott Time Line Science for All

18. 49-50 Inquiry 2.2: Images in Textbooks • What do images portrayed in science textbooks tell us about multicultural issues? • Examine one or more textbooks using the “Multicultural Textbook Evaluation on page 49-50. Science for All

19. 51-55 Gender Perspectives • Researchers have: • Conducted research to document and explore the problem of gender differences in the classroom • Compiled teacher training courses and in-service programs to improve teacher's ability to create environments conducive to "female-friendly" science. • Developed curricular and instructional materials designed to increase equity and encourage girls and minorities in science courses and careers. Science for All

20. 53-55 Content and Activities. Barbara Smail has suggested that science classes need to provide more experiences which she calls "nutritive" to provide a balance to the "analytical/instrumental" activities which she suggests characterize most school science Social Arrangements: Another strategy that appears to enhance female’s interest in science, and contributes positively to academic performance is altering the work arrangements in the classroom. There is considerable evidence that cooperative, mixed ability group processes enhance learning and cognitive development in some circumstances Confidence Building: Skolnick, Langbort and Day have described strategies that teachers can implement to build confidence in the ability to solve science and (mathematics) problems. Strategies include: Success for each student Tasks with many approaches Tasks with many right answers Guessing and testing Estimating Sex-role Awareness: One-way of discovering that students perceive science roles as masculine is have students draw pictures of scientists (See Inquiry 1.3). She reported that only 10% of rural American boys and twenty-eight per cent of the girls drew women scientists. Males and females think that science is a male profession. In order to help students see new possibilities the teacher must take an active role in a number of awareness type activities so that the options are multiplied for students. Skolnick, Langbort and Day suggest two categories of strategies: Content relevance Modeling new options Successful Teaching Practices Science for All

21. 55-65 Exceptional Students in the Science Classroom Science for All

22. 60-66 Barriers and Bridges Science for All

23. 60-66 Advanced & Struggling Learners Science for All

24. 64-65 Inquiry 2.3: Programs for Exceptional Students • Join a team of peers, in your class or across the Web to find out about programs in one area of exceptionality. • Use the resources on page 65 (a few are shown here) to do your research. • American Foundation for the Blind • Gallaudet College Press • Center for Individuals with Disabilities. • Share your results in class or on the Web. Science for All

25. 68-71 Readings in the Gazette Science for All