A decade of concern: A review of multicultural science education issues in The Science Teacher

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Catherine E. Matthews, Professor (Creator)
Jewell E. Cooper, Associate Professor (Contributor)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Multicultural science education has long been of interest to the National Science Teachers Association (NSTA). In 1991, NSTA adopted a position statement on multicultural science education, which was revised in 2000. In 1993, Mary M. Atwater's article in The Science Teacher clearly presented three premises for multicultural science education: 1) All children can learn science, 2) Every student is worthwhile to have in the science classroom, and 3) Cultural diversity is appreciated in science classrooms because it enhances rather than detracts from the richness and effectiveness of science teaching (Atwater 1993). For the past decade, The Science Teacher has devoted one issue each publishing year to multicultural science education. This article examines the issue of multicultural science education as reflected in the published articles of The Science Teacher over the past decade. The goal of this review is to help teachers—especially new or preservice teachers and those who implement multicultural science education because of district mandates or changing classroom demographics—understand the importance of multicultural science education and to provide teachers with a list of resources they can refer to for additional information and activity ideas.

Additional Information

The Science Teacher, 72 (3), 49 - 52
Language: English
Date: 2005
Multicultural science education, The Science Teacher

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