Teaching Science to Culturally and Linguistically Diverse Elementary Students PDF
Preview Teaching Science to Culturally and Linguistically Diverse Elementary Students
Teaching Science to Culturally and Linguistically Diverse Elementary Students Amy Cox-Petersen California State University, Fullerton Leah M. Melber Lincoln Park Zoo Terri Patchen California State University, Fullerton Boston • Columbus • Indianapolis • New York • San Francisco • Upper Saddle River Amsterdam • Cape Town • Dubai • London • Madrid • Milan • Munich • Paris • Montreal • Toronto D elhi • Mexico City • Sao Paulo • Sydney • Hong Kong • Seoul • Singapore • Taipei • Tokyo This work is dedicated to all the birds we watched, flowers we picked, bugs we collected, rocks we polished, and stars we stayed up late to see . . . all of which jump-started our careers in science education . . . and continue to inspire learners of all cultural backgrounds as they grow into scientifically literate adults. Senior Acquisitions Editor: Kelly Villella Canton Editorial Assistant: Annalea Manalili Marketing Manager: Danae April Production Editor: Gregory Erb Editorial Production Service: Element LLC Manufacturing Buyer: Megan Cochran Electronic Composition: Element LLC Interior Design: Element LLC Cover Designer: Jennifer Hart Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within the text. Photos on pages 19, 41, 49, and 92 by Pam Cole. All other photos provided by Amy Cox-Petersen. Copyright © 2012 Pearson Education, Inc., publishing as Allyn & Bacon, 501 Boylston Street, Boston, MA, 02116. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, 501 Boylston Street, Boston, MA 02116, or e-mail [email protected]. Cataloging-in-Publication Data not available at time of printing. 10 9 8 7 6 5 4 3 2 1 RRD-VA 15 14 13 12 11 ISBN 10: 0-13-714623-X ISBN 13: 978-0-13-714623-9 www.pearsonhighered.com a b o u t t h e a u t h o r s Anne(Amy) Cox-Petersen , PhD, has more than 25 years of experience in multiple educational settings. She holds a BS in early childhood education and an MA in elementary education from East Carolina University, and a PhD in curriculum and instruction with a science education specialization from the Univer- sity of Southern California. She has presented internationally and nationally on topics related to science teacher education and learn- ing science outside the formal classroom. Her research focuses on culturally relevant science teaching and learning in classrooms, field sites, museums, and service-learning settings. She is the author ofEducational Partnerships: Connecting Schools, Families, and the Community (Sage, 2010). She has taught in urban, subur- ban, and rural schools as an elementary and middle school teacher. She joined the faculty at California State University, Fullerton, in Photo by Angela Janas 1998 and is currently a professor in the department of elementary and bilingual education. Leah M. Melber , PhD, has 20 years of experience in informal and formal science education. She holds a BA in zoology, an MA in education, together with a multiple- subject teaching credential for the state of California, and a PhD in educational psychology from the University of Southern California. She has presented internationally on inquiry-based instruction and effective methods of connecting with cultural institutions such as museums. In addition to numerous journal articles she has written on this topic, she recently authored the bookInformal Learning and Field Trips (Corwin Press, 2007). She was awarded the 2001 Informal Educator Award through the California Science Teachers Association, and the 2010 Promising Leadership Award from the Association of Midwest Museums. She was recently accepted as Photo provided by Leah Melber a candidate on the Fulbright Specialist Roster in the focus area of education. iii She is a former third-grade teacher and university professor in science education. She also served as the Science Education Specialist at the Natural History Museum of Los Angeles County, in addition to serving as a consultant in the area of informal education for museums around the nation. She joined the staff of Lincoln Park Zoo in December 2008, where she is currently the Director of Student and Teacher Programs. Terri Patchen , PhD, is an associate professor in the department of elementary and bilingual education at California State University, Fullerton. A credentialed bilingual teacher, she taught kindergarten in a lower income, Spanish- speaking classroom for close to 10 years before attaining gradu- ate degrees in urban planning and Latin American studies, and a PhD in education from the University of California, Los Angeles. She has published in journals as diverse as Multicultural Educa- tion and Science Education, and regularly presents at education conferences. She is a lifelong advocate for the benefits of working with English learners. Photo by Melanie Chapman iv c o n t e n t s 1 Chapter Why Culturally Relevant Science? 1 Changing Demographics 1 Teaching Science with Access for All Students 2 Challenges for Students from Non-English Language Backgrounds 3 What Is Culturally Relevant Teaching? 3 What Does Culturally Relevant Science Instruction Look Like? 4 Promoting Inquiry-Based Instruction 5 Diversifying Seating and Grouping 6 Connecting to Students’ Lives at Home 6 Creating a Shared Learning Environment 10 Redistributing Authority and Redefining Classroom Responsibilities 11 Encouraging Real, Active, and Engaged Conversations 11 Creating a Safe Environment and Developing Students’ Capacity to Think and Act Independently 12 The Book You Hold in Your Hands 13 Case Study: Snapshot of a Culturally Relevant Classroom 14 Reflecting on the Case 15 Book Study Questions 15 References and Suggested Readings 15 2 Chapter Culturally Relevant Inquiry and Action 1 6 Scientific Methods and Processes 16 Inquiry Process Skills 18 Making Observations 19 Posing Questions 20 Examining Information Sources 20 Planning Investigations 20 Using Tools to Gather, Analyze, and Interpret Data 21 v Making Predictions and Proposing Explanations 21 Communicating Results 22 Teaching Inquiry-Based Skills in Context 22 Teacher as Facilitator 23 Effective Use of Questioning 23 Allowing Students to Be the Experts 24 Integrating Inquiry across the Curriculum 24 Language Arts 24 Mathematics 25 Fine Arts 25 Social Studies 26 Extending the Walls of the Classroom 26 Informal Learning and Field Trips 26 Outdoor Areas and Nature Centers 27 Museums and Science Centers 27 Zoos and Aquariums 29 Building Fluency outside the Classroom 30 Case Study: Expect the Unexpected 30 Reflecting on the Case 31 Book Study Questions 31 References and Suggested Readings 32 3 Chapter Literacy Development through Science 34 Importance of Authentic Connections 34 Language Arts and the Work of Scientists 35 Science Notebooks and Journals 35 Observation Journals 36 Data Notebooks 36 Reviewing Information Sources 37 Science Textbooks 37 Informational Texts 38 Newspapers and Journals 38 Sharing Discoveries 39 Disseminating Information to Peers, Families, and the Community 39 Communicating with Scientists 40 vi Viewing Science as a Global Community 40 Extending the Experience 41 Fictional Texts 41 Dramatic Play 42 Case Study: A Community Service Project to Encourage Shared Decision Making 42 Reflecting on the Case 43 Book Study Questions 43 References and Suggested Readings 44 4 Chapter Models and Strategies for Teaching Science Content and Skills 45 Learner Differences 45 Motivating Students by Building on Their Interests in Science 46 The Role of Self-Confidence and Self-Efficacy 46 The Value of Creative Thinking 48 Encouraging Critical Thinking and Metacognition 49 Integrating Cognitive Views of Learning 51 Concept Maps 52 Concept Formation Model of Instruction 53 Concept Attainment Model of Instruction 54 Inquiry Models 56 Group Investigation 56 The 5 Es Instructional Model 58 Making Models of Teaching More Culturally Relevant 60 Case Study: Teachers and Students Participating in a Group Investigation Science Activity 61 Reflecting on the Case 62 Book Study Questions 62 References and Suggested Readings 62 5 Chapter Assessment and Evaluation, and Culturally and Linguistically Diverse Students 64 Multidimensional Assessment 65 Different Assessment Methods 66 vii Products 68 Journal Entries 68 Drawings 69 Concept Maps 70 Science Reports 71 Performances 72 Experiments, Group Work, and Presentations 72 Interviews and Discussions 73 Portfolios 73 Assessing Attitudes, Values, and Beliefs 74 Drawings and Surveys 75 Alternative Parent–Teacher Conferences 75 Assessing Portfolios, Products, and Performances 76 Case Study: Mrs. Weirath’s Garden 76 Reflecting on the Case 77 Book Study Questions 77 References and Suggested Readings 77 6 Chapter Family Connections 79 Creating New Collaborative Frameworks for Culturally Relevant Science Practices 79 Families 80 The Deficit View of Family Involvement 81 Border Crossing into Science 81 Respect for Ethnic, Linguistic, Cultural, Economic, and Educational Diversity 82 Epstein’s Six Types of Involvement 82 Building School–Home Partnerships 84 Parent Science Nights 85 Integrating Science into Back-to-School Night and Open House Events 86 Student-Led Conferences 86 Science Inquiry Packs and Science Backpacks 87 Connecting Science with Students’ Lives and Communities 89 Daily Science Learning Calendar 90 Incorporating Multicultural and Culturally Relevant Materials 91 viii Optional Field Trips 92 Conducting Home Visits 93 Working Together 94 Case Study: Family Science Night 95 Reflecting on the Case 96 Book Study Questions 96 References and Suggested Readings 96 7 Chapter Keeping Current and Assessing Resources 97 Assessing Resources 98 Planning and Preparation for Science 99 District Policies and Regulations 99 Space Usage 100 Instructional Methods 100 Providing a Rationale for “Messy” Science 101 Integration of Technology 101 Online Partnerships 101 Webquests 102 Citizen Science 102 Social Networking Sites 102 Funding Resources 103 Parent Support 103 Community Donations 103 Grant Funding 103 Grants Available to Schools and Teachers 106 Case Study: Mrs. Rey and Hands-On Science 108 Reflecting on the Case 109 Final Comments 109 Book Study Questions 110 Index 111 ix
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