Table Of ContentTeaching Science
to Culturally and
Linguistically Diverse
Elementary Students
Amy Cox-Petersen
California State University, Fullerton
Leah M. Melber
Lincoln Park Zoo
Terri Patchen
California State University, Fullerton
Boston • Columbus • Indianapolis • New York • San Francisco • Upper Saddle River
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D elhi • Mexico City • Sao Paulo • Sydney • Hong Kong • Seoul • Singapore • Taipei • Tokyo
This work is dedicated to all the birds we watched, flowers
we picked, bugs we collected, rocks we polished, and stars
we stayed up late to see . . . all of which jump-started our
careers in science education . . . and continue to inspire
learners of all cultural backgrounds as they grow
into scientifically literate adults.
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Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this
textbook appear on the appropriate page within the text. Photos on pages 19, 41, 49, and 92 by Pam
Cole. All other photos provided by Amy Cox-Petersen.
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ISBN 10: 0-13-714623-X
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a b o u t t h e a u t h o r s
Anne(Amy) Cox-Petersen , PhD, has more than 25 years of experience in multiple
educational settings. She holds a BS in early childhood education and an MA in
elementary education from East Carolina University, and a PhD in curriculum and
instruction with a science education specialization from the Univer-
sity of Southern California. She has presented internationally and
nationally on topics related to science teacher education and learn-
ing science outside the formal classroom. Her research focuses on
culturally relevant science teaching and learning in classrooms,
field sites, museums, and service-learning settings. She is the
author ofEducational Partnerships: Connecting Schools, Families,
and the Community (Sage, 2010). She has taught in urban, subur-
ban, and rural schools as an elementary and middle school teacher.
She joined the faculty at California State University, Fullerton, in
Photo by Angela Janas
1998 and is currently a professor in the department of elementary
and bilingual education.
Leah M. Melber , PhD, has 20 years of experience in informal and formal science
education. She holds a BA in zoology, an MA in education, together with a multiple-
subject teaching credential for the state of California, and a PhD in
educational psychology from the University of Southern California.
She has presented internationally on inquiry-based instruction and
effective methods of connecting with cultural institutions such as
museums. In addition to numerous journal articles she has written
on this topic, she recently authored the bookInformal Learning
and Field Trips (Corwin Press, 2007). She was awarded the 2001
Informal Educator Award through the California Science Teachers
Association, and the 2010 Promising Leadership Award from the
Association of Midwest Museums. She was recently accepted as
Photo provided by Leah Melber
a candidate on the Fulbright Specialist Roster in the focus area of
education.
iii
She is a former third-grade teacher and university professor in science education.
She also served as the Science Education Specialist at the Natural History Museum
of Los Angeles County, in addition to serving as a consultant in the area of informal
education for museums around the nation. She joined the staff of Lincoln Park Zoo in
December 2008, where she is currently the Director of Student and Teacher Programs.
Terri Patchen , PhD, is an associate professor in the department of elementary and
bilingual education at California State University, Fullerton. A credentialed bilingual
teacher, she taught kindergarten in a lower income, Spanish-
speaking classroom for close to 10 years before attaining gradu-
ate degrees in urban planning and Latin American studies, and a
PhD in education from the University of California, Los Angeles.
She has published in journals as diverse as Multicultural Educa-
tion and Science Education, and regularly presents at education
conferences. She is a lifelong advocate for the benefits of working
with English learners.
Photo by Melanie Chapman
iv
c o n t e n t s
1
Chapter Why Culturally Relevant Science? 1
Changing Demographics 1
Teaching Science with Access for All Students 2
Challenges for Students from Non-English Language
Backgrounds 3
What Is Culturally Relevant Teaching? 3
What Does Culturally Relevant Science Instruction Look Like? 4
Promoting Inquiry-Based Instruction 5
Diversifying Seating and Grouping 6
Connecting to Students’ Lives at Home 6
Creating a Shared Learning Environment 10
Redistributing Authority and Redefining Classroom
Responsibilities 11
Encouraging Real, Active, and Engaged Conversations 11
Creating a Safe Environment and Developing Students’ Capacity
to Think and Act Independently 12
The Book You Hold in Your Hands 13
Case Study: Snapshot of a Culturally Relevant Classroom 14
Reflecting on the Case 15
Book Study Questions 15
References and Suggested Readings 15
2
Chapter Culturally Relevant Inquiry and Action 1 6
Scientific Methods and Processes 16
Inquiry Process Skills 18
Making Observations 19
Posing Questions 20
Examining Information Sources 20
Planning Investigations 20
Using Tools to Gather, Analyze, and Interpret Data 21
v
Making Predictions and Proposing Explanations 21
Communicating Results 22
Teaching Inquiry-Based Skills in Context 22
Teacher as Facilitator 23
Effective Use of Questioning 23
Allowing Students to Be the Experts 24
Integrating Inquiry across the Curriculum 24
Language Arts 24
Mathematics 25
Fine Arts 25
Social Studies 26
Extending the Walls of the Classroom 26
Informal Learning and Field Trips 26
Outdoor Areas and Nature Centers 27
Museums and Science Centers 27
Zoos and Aquariums 29
Building Fluency outside the Classroom 30
Case Study: Expect the Unexpected 30
Reflecting on the Case 31
Book Study Questions 31
References and Suggested Readings 32
3
Chapter Literacy Development through Science 34
Importance of Authentic Connections 34
Language Arts and the Work of Scientists 35
Science Notebooks and Journals 35
Observation Journals 36
Data Notebooks 36
Reviewing Information Sources 37
Science Textbooks 37
Informational Texts 38
Newspapers and Journals 38
Sharing Discoveries 39
Disseminating Information to Peers, Families, and the
Community 39
Communicating with Scientists 40
vi
Viewing Science as a Global Community 40
Extending the Experience 41
Fictional Texts 41
Dramatic Play 42
Case Study: A Community Service Project to Encourage Shared
Decision Making 42
Reflecting on the Case 43
Book Study Questions 43
References and Suggested Readings 44
4
Chapter Models and Strategies for Teaching Science Content
and Skills 45
Learner Differences 45
Motivating Students by Building on Their Interests
in Science 46
The Role of Self-Confidence and Self-Efficacy 46
The Value of Creative Thinking 48
Encouraging Critical Thinking and Metacognition 49
Integrating Cognitive Views of Learning 51
Concept Maps 52
Concept Formation Model of Instruction 53
Concept Attainment Model of Instruction 54
Inquiry Models 56
Group Investigation 56
The 5 Es Instructional Model 58
Making Models of Teaching More Culturally Relevant 60
Case Study: Teachers and Students Participating in a Group
Investigation Science Activity 61
Reflecting on the Case 62
Book Study Questions 62
References and Suggested Readings 62
5
Chapter Assessment and Evaluation, and Culturally
and Linguistically Diverse Students 64
Multidimensional Assessment 65
Different Assessment Methods 66
vii
Products 68
Journal Entries 68
Drawings 69
Concept Maps 70
Science Reports 71
Performances 72
Experiments, Group Work, and Presentations 72
Interviews and Discussions 73
Portfolios 73
Assessing Attitudes, Values, and Beliefs 74
Drawings and Surveys 75
Alternative Parent–Teacher Conferences 75
Assessing Portfolios, Products, and Performances 76
Case Study: Mrs. Weirath’s Garden 76
Reflecting on the Case 77
Book Study Questions 77
References and Suggested Readings 77
6
Chapter Family Connections 79
Creating New Collaborative Frameworks for Culturally Relevant
Science Practices 79
Families 80
The Deficit View of Family Involvement 81
Border Crossing into Science 81
Respect for Ethnic, Linguistic, Cultural, Economic, and Educational
Diversity 82
Epstein’s Six Types of Involvement 82
Building School–Home Partnerships 84
Parent Science Nights 85
Integrating Science into Back-to-School Night and Open House
Events 86
Student-Led Conferences 86
Science Inquiry Packs and Science Backpacks 87
Connecting Science with Students’ Lives and Communities 89
Daily Science Learning Calendar 90
Incorporating Multicultural and Culturally Relevant
Materials 91
viii
Optional Field Trips 92
Conducting Home Visits 93
Working Together 94
Case Study: Family Science Night 95
Reflecting on the Case 96
Book Study Questions 96
References and Suggested Readings 96
7
Chapter Keeping Current and Assessing Resources 97
Assessing Resources 98
Planning and Preparation for Science 99
District Policies and Regulations 99
Space Usage 100
Instructional Methods 100
Providing a Rationale for “Messy” Science 101
Integration of Technology 101
Online Partnerships 101
Webquests 102
Citizen Science 102
Social Networking Sites 102
Funding Resources 103
Parent Support 103
Community Donations 103
Grant Funding 103
Grants Available to Schools and Teachers 106
Case Study: Mrs. Rey and Hands-On Science 108
Reflecting on the Case 109
Final Comments 109
Book Study Questions 110
Index 111
ix
