A systematic review on culturally relevant science teaching: Trends and insights

Arsad, Nurazidawati Mohamad; Nasri, Nurfaradilla Mohamad; Soh, Tuan Mastura Tuan; Mahmud, Siti Nur Diyana; Talib, Mohamad Asyraf Abd; Halim, Lilia

doi:10.1063/5.0000530

Cited by 2 publications

(2 citation statements)

References 16 publications

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“…After highlighting these issues students should be led to consider solutions that would impact their lives, their community, and the world. Relatedly, Arsad et al (2020) found social justice and social action to be common threads across most of the pieces in their systematic review of CRST literature.…”

Section: Sociopolitical Consciousness In Sciencementioning

confidence: 99%

Within the walls of the classroom: How science teachers' instruction can develop students' sociopolitical consciousness

Jones

Taylor

2022

Science Education

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In this paper, we synthesize existing literature on Culturally Relevant Science Teaching (CRST), more specifically the third tenet of CRST-developing students' sociopolitical or critical consciousness. While there is research on this third tenet, our review of the literature reveals that this tenet is understudied and underutilized. We offer our conceptual framework and an illustrative example to demonstrate how teachers can practically implement the third tenet of CRST to engage and empower students in science. We hope that the ideas and examples shared in this piece will help teachers foster students' sense of sociopolitical consciousness and advocacy within the walls of the classroom and beyond. We also urge researchers to continue producing research on this important topic so that practitioners can use this information to develop students' sociopolitical/ critical awareness, reflections, and actions.

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Section: Sociopolitical Consciousness In Sciencementioning

confidence: 99%

Within the walls of the classroom: How science teachers' instruction can develop students' sociopolitical consciousness

Jones

Taylor

2022

Science Education

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“…Being guided with prespecified videos for fear of learners going off-course, and the introduction of games and reality TV programmes with rigid codes, and pre-determined scripts is not true learning. It was made even more so when teachers have had their hands tied preparing learners for "an examination focused education system" (Arsad, et al, 2020). As Jickling (1994) and Bonnett (2017) would have emphasised, detailed pre-specification deters genuine engagement with one's learning.…”

Section: Greening Stem Education In Malaysiamentioning

confidence: 99%

Untitled

2021

JICE

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Cambodia uses a 'discouragement' strategy to manage teachers' engagement in supplying private tutoring (PT). However, previous studies have criticised teachers' professional misconduct in terms of promoting tutoring classes to ensure supplementary income. Currently, examination reforms alongside economic growth propose a new understanding of professional misconduct. Based on descriptive data from 93 students and in-depth interviews with 24 informants, who were tutees and their parents, tutors and school administrators respectively, this study found uncaring pedagogies to be a primary motivator for tutoring demand. This tended to have an association with the inadequate instructional time given to core examination subjects and implementation of the learner-based approach. Additionally, the examination reform brought positive changes in the teacher's behaviour. Although this study's findings are largely aligned with previous studies, it still sheds light on new perspectives regarding teachers' professional misconduct in Cambodia.

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A systematic review on culturally relevant science teaching: Trends and insights

Cited by 2 publications

References 16 publications

Within the walls of the classroom: How science teachers' instruction can develop students' sociopolitical consciousness

Within the walls of the classroom: How science teachers' instruction can develop students' sociopolitical consciousness

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