Culture Matters in Science Education

Pang, Valerie Ooka; Lafferty, Karen Elizabeth; Pang, Jennifer M.; Griswold, Joan; Oser, Rick

doi:10.2505/4/sc14_051_05_44

Cited by 4 publications

(4 citation statements)

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“…• Collaborating with partners with overlapping goals and strong commitment to creating highly inclusive events that would generate engagement and excitement for STEM learning, encourage students to pursue STEM education and careers, and enable people of all ages to have fun exploring STEM fields • Seeking input from stakeholders for each festival and using evaluation comments from previous years to improve subsequent events • Bringing the science to the community in a central location • Including high quality hands-on presentations from a wide range of STEM fields, with activities for people of different ages • Providing opportunities for students to talk to and learn from STEM professionals as well as other students who are knowledgeable and excited about their field of study • Helping to cover costs of schools and community groups by providing transportation, paying for substitute teachers, and providing meals, lodging, and travel expenses for presenters • Involving Spanish-speaking presenters, particularly "near-peer" college-aged students from the local community • Obtaining funding to support the cost of the festivals The Committee on Learning Science in Informal Environments has identified the importance of collaboration and consultation with partners and local stake-holders as part of designing successful informal science experiences/offerings (NRC, 2009). In addition, this committee and others have emphasized the importance of culturally centered approaches, including offering experiences in a multiple languages to match the audience when possible (NRC, 2009;Pang et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Celebrating STEM in Rural Communities: A Model for an Inclusive Science and Engineering Fesitval

Munn

Griswold

Starks

et al. 2018

JSTEM

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For people living in rural communities, opportunities to meet STEM professionals and visit the science centers, museums, zoos, and aquariums usually found in urban areas are often limited because of geographical isolation, socioeconomic disadvantage, and in many cases, language barriers. To address this issue, two University of Washington (UW) education programs, Genome Science Education Outreach (GSEO) and UW Gaining Early Access and Readiness for Undergraduate Programs (GEARUP) collaborated to implement three annual Yakima Valley Science and Engineering Festivals in a rural area in central Washington. Working with educators and members of the community, we developed a highly inclusive format for the festivals that integrated hands-on activities and demonstrations presented by STEM professionals from around the Pacific Northwest, a showcase of student STEM projects from local secondary and college students, a VEX Robotics competition, and career and college prep information. The festivals reached a wide audience including students, teachers, and community members of all ages. In this report, we describe our approaches and discuss successes, challenges, and impacts on visitors with the hope that our experiences will inform others who are organizing similar events.

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Section: Discussionmentioning

confidence: 99%

Celebrating STEM in Rural Communities: A Model for an Inclusive Science and Engineering Fesitval

Munn

Griswold

Starks

et al. 2018

JSTEM

Self Cite

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“…Most lecturers agree with the statement that learning based on local wisdom in science learning in a hybrid mode makes it easier for students to understand learning material in third statement. The incorporation of cultural elements in learning is a form of applying contextual learning that is close to everyday life (Pang et. al., 2014).…”

Section: Findings and Discussionmentioning

confidence: 99%

What Kind of Learning Media That Lecturers and Students Want? Need Analysis on Hybrid Science Learning

Isdaryanti,

Ahmadi,

Nuzulia

et al. 2023

pijtel

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The pandemic that has passed had an impact on the field of education, one of which is in hybrid science learning. This study aims to obtain information related to the learning media needed by students and lecturers in hybrid science learning. The research method applied is quantitative research with data collection techniques, namely through questionnaires. The population of this study was 120 students and 5 lecturers in the Department of Elementary School Teacher Education, Universitas Negeri Semarang. The data were analyzed using a descriptive quantitative approach. The results of the study indicate that there is a need to develop hybrid learning media in science learning. Lecturers and students agree that they need learning media that can support science learning in the form of technology-based media, contain contextual learning materials, supported by image, and can present real elements. This is assessed by lecturers and students to make it easier to understand the learning material. Thus, it can be understood that the development of science learning media with the previously mentioned criteria is needed in improving students' understanding of science concepts in hybrid science learning.

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“…While the review studies in the literature mostly focus on the culture of science education or a specific dimension of cultural studies in science education (Baker & Taylor, 1995;Barton & Yang, 2000;Brotman & Moore, 2008;Carter, 2005Carter, , 2008Garaway, 1994;Gondwe & Longnecker, 2015;Hasse & Sinding, 2012;Isa et al, 2022;Jegede, 1997;Lee, 2001;Pang et al, 2014;Parsons & Carlone, 2013); cultural studies in science education were approached in a broader and more encompassing dimension and a systematic review method was preferred by using scope analysis in this study.…”

Section: Discussionmentioning

confidence: 99%

Trends of cultural studies in science education: A systematic review from 1973 to 2023

Zheltukhina,

Kislitsyna,

Sergeeva

et al. 2023

EURASIA J Math Sci Tech Ed

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In this study, a systematic literature review on cultural studies in science education between 1973 and 2023 was conducted through the Scopus database. Content analysis was used in this study in which 277 articles from the last 50 years were reviewed. According to the guidelines of Petticrew and Roberts (2006), trends of cultural studies in science education were investigated in terms of annual accounts, number of articles by authors, distribution of articles by country, most productive journals, most cited articles, and most preferred research methods. The results showed that research on cultural studies in science education fluctuated between slowing down and positively accelerating. The growth rate of the articles peaked in 2013. Three authors have three papers, twenty authors have two papers, and the rest of author each have one paper in terms of the distribution of number of authors. Analysis revealed that most articles come from countries such as the United States, the United Kingdom, and Germany, while interest in this area is growing in countries such as Australia, Canada, and Turkey. Cultural Studies of Science Education, International Journal of Science Education, International Journal of Psychology, and Science and Education being the most productive journals in this field. The most cited article with 160 citations was published in 2012 by Nagengast and Marsh (2012) in Journal of Educational Psychology. Finally, the most popular research design was quantitative research method followed by mixed (quantitative and qualitative together) research method. Some implications are proposed for future studies.

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Culture Matters in Science Education

Cited by 4 publications

References 0 publications

Celebrating STEM in Rural Communities: A Model for an Inclusive Science and Engineering Fesitval

Celebrating STEM in Rural Communities: A Model for an Inclusive Science and Engineering Fesitval

What Kind of Learning Media That Lecturers and Students Want? Need Analysis on Hybrid Science Learning

Trends of cultural studies in science education: A systematic review from 1973 to 2023

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