Department of Teaching, Learning and Teacher Education
Date of this Version
Spring 10-14-2020
Document Type
Article
Citation
The Nebraska Educator, Volume 5 (2020), pp.70-91
ISSN 2375-6853
doi: 10.32873/unl.dc.ne004
Abstract
This educational research literature review paper aims to discuss the rationale, review eight empirical research studies, and identify knowledge gaps in culturally relevant pedagogy in science education. This paper focuses on synthesis, review, and comparison of the findings of the empirical studies, and categorizes them into thematic heads such as similarities and differences between studies under the broad categories of professional development (PD) programs and case studies. Following these reviews, the author summarizes her reflections and thoughts about the literature to understand the big picture of culturally relevant pedagogy in science education. The basis of this literature review are various philosophical foundations that undergird the research in this field, looking at the theoretical frameworks and standards in science education, such as Next Generation Science Standards. This paper hopes to identify knowledge gaps for future research and help educators address serious and pressing concerns regarding culturally relevant science teaching in an increasingly diverse world.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Other Teacher Education and Professional Development Commons, Science and Mathematics Education Commons
Comments
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