Julie C. Brown
A metasynthesis of the complementarity of culturally responsive and inquiry?based science education in K?12 settings: Implications for advancing equitable science teaching and learning
Minnesota Department of Education|University of Minnesota
abstract employing metasynthesis method study examined 52 empirical articles culturally relevant responsive science education k12 settings determine nature scope complementarity culturally responsive inquirybased science practices ie science engineering practices identified national research councils framework k12 science education findings study indicate several areas complementarity often inquirybased practices obtaining evaluating communicating information constructing explanations designing solutions developing using models used advance culturally responsive instruction assessment use development models particular allowed students explore scientific concepts families funds knowledge explain content western science indigenous knowledge perspectives moreover students frequently analyzed interpreted data interrogating science content sociopolitical consciousnessraising experiences identifying pollution asthma incidences urban area according neighborhood location specific inquirybased practices underutilized advancing culturally responsive science instruction though example using mathematics computational thinking engaging argument evidence infrequently encountered however culturally responsive engineeringrelated practices often connected thus represent potential areas future complementarity particularly united states embraces next generation science standards considering innovative directions advancing equitable science education several possibilities discussed light findings study 2017 wiley periodicals inc j res sci teach 5411431173 2017