<i>Adivinanzas</i> and <i>Dichos</i>: Preparing Prospective Educators to Teach Science by Incorporating Culturally Responsive Tools

Arreguín-Anderson, María G.; Ruiz-Escalante, José Agustín

doi:10.1080/15348431.2016.1257427

Cited by 9 publications

(4 citation statements)

References 11 publications

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“…Relative to this finding, Brown and Crippen (2016b) suggested that PSTs need “discipline-specific courses emphasizing cultural responsiveness as an outcome” (p. 128). Likewise, Arreguín-Anderson and Ruiz-Escalante (2018) developed science methods courses to systematically infuse cultural tools with science content. The finding of this study also suggests concrete models of culturally responsive STEM teaching with specific examples, ongoing support and curriculum resources, as argued by Bianchini and Brenner (2010) and Mensah (2011).…”

Section: Discussionmentioning

confidence: 99%

ESOL pre-service teachers’ culturally and linguistically responsive teaching in mixed-reality simulations

Lew

Gul

Pecore

2021

ILS

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Purpose Simulation technology has been used as a viable alternative to provide a real life setting in teacher education. Applying mixed-reality classroom simulations to English for Speakers of Other Languages (ESOL) teacher preparation, this qualitative case study aims to examine how pre-service teachers (PSTs) practice culturally and linguistically responsive teaching to work with an English learner (EL) avatar and other avatar students. Design/methodology/approach Using an embedded single case study, three PSTs’ teaching simulations and interviews were collected and analyzed. Findings This study found PST participants made meaningful connections between theory and practices of culturally and linguistically responsive teaching, particularly by connecting academic concepts to students’ life experiences, promoting cultural diversity, using instructional scaffolding and creating a safe environment. Nevertheless, they needed further improvement in incorporating cultural diversity into content lessons, creating a challenging and supportive classroom and developing interactional scaffolding for ELs’ language development. The findings also show that while PST participants perceived simulation technology as very beneficial, expanding the range of technological affordances could provide PSTs an opportunity to undertake a full range of critical teaching strategies for ELs. Originality/value This research contributes to broadening the realm of mixed-reality technology by applying it to ESOL teacher education and has implications for both ESOL teacher educators and simulation technology researchers.

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Section: Discussionmentioning

confidence: 99%

ESOL pre-service teachers’ culturally and linguistically responsive teaching in mixed-reality simulations

Lew

Gul

Pecore

2021

ILS

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“…Some of these dichos are inspired by nature and people's interactions with nature. Thus, they provide opportunities for adults to explain the nature analogies to children, and in doing so expand their knowledge about life and science (Arreguín-Anderson and Ruiz-Escalante, 2018).…”

Section: Science In Stories: Implications For Latine Childrenmentioning

confidence: 99%

Science in stories: Implications for Latine children’s science learning through home-based language practices

2023

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There is growing interest in stories as potentially powerful tools for science learning. In this mini-review article, we discuss theory and evidence indicating that, especially for young children, listening to and sharing stories with adult caregivers at home can make scientific ideas and inquiry practices meaningful and accessible. We review recent research offering evidence that stories presented in books can advance children’s science learning. Nonetheless, most of this work focuses on middle-class European-American U. S. children and involves narrative story books. Given the national imperative to increase Latine1 representation in STEM education and career pursuits in the U. S., we argue that it is vital that we broaden the definition of stories to include oral narrative storytelling and other conversational routines that Latine families engage in at home. Cultural communities with firmly rooted oral traditions, such as those from Latin American heritage, rely frequently on oral storytelling rather than book reading to convey world and community knowledge to young children. Therefore, we advocate for a strengths-based approach that considers Latine families’ everyday practices around science and storytelling on their own terms instead of contrasting them with European-American middle-class practices. We offer support for the view that for young children in Latine communities, culturally relevant oral practices, including personal narrative storytelling, can engender significant opportunities for family science learning at home.

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“…Thus, this common oral practice requires children to analyze, infer, identify, interpret, and explain ideas (Montalvo‐Castro, 2011), thereby fostering critical and creative skills. Sharing adivinanzas is inherently a dialogic collaborative experience between adults and children that includes making guesses and predictions, identifying connections, and considering properties of and causal relations among objects, thereby providing powerful opportunities for talk about science practices (Arreguín‐Anderson & Ruiz‐Escalante, 2018).…”

Section: Integrating the Notions Of Science Practices And Learning As...mentioning

confidence: 99%

Young children co‐constructing science: The importance of their families and cultural communities

McWayne

Melzi

2023

Science Education

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There is considerable agreement among scientists, educators, and policymakers about the need to broaden participation in science, technology, engineering, and math (STEM) education. Yet, equity requires much more than increasing STEM access for marginalized groups of children. In this invited commentary, we raise two critical points for the field to continue to grapple with as we investigate ways to engage young minds in STEM learning. It is critical that research with young children focuses on the process of doing science, while appreciating that the process of scientific thinking and learning are culturally constructed and situated. Specifically, as researchers and educators, we must do better at contextualizing children's scientific thinking process as it unfolds in their daily lives—with their peers, families, and in their cultural communities. Specific studies highlighted throughout this essay seek to document and promote family, community, and teaching practices that are effective for supporting young children's learning and explorations in STEM across our increasingly diverse society. We propose opportunities for future researchers to focus their efforts, including the following: more multidisciplinary work that includes synthesis across disciplines and methodological traditions; more diverse samples and investigative teams, such that cultural insiders are full participants; more descriptive studies focusing on the everyday experiences in children's lives that promote the development of scientific thinking and practices; and practice‐informed research.

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Adivinanzas and Dichos: Preparing Prospective Educators to Teach Science by Incorporating Culturally Responsive Tools

Cited by 9 publications

References 11 publications

ESOL pre-service teachers’ culturally and linguistically responsive teaching in mixed-reality simulations

ESOL pre-service teachers’ culturally and linguistically responsive teaching in mixed-reality simulations

Science in stories: Implications for Latine children’s science learning through home-based language practices

Young children co‐constructing science: The importance of their families and cultural communities

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