Taking an active stance: How urban elementary students connect sociocultural experiences in learning science

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Abstract

In this interpretive case study, we draw from sociocultural theory of learning and culturally relevant pedagogy to understand how urban students from nondominant groups leverage their sociocultural experiences. These experiences allow them to gain an empowering voice in influencing science content and activities and to work towards self-determining the sciences that are personally meaningful. Furthermore, tying sociocultural experiences with science learning helps generate sociopolitical awareness among students. We collected interview and observation data in an urban elementary classroom over one academic year to understand the value of urban students’ sociocultural experiences in learning science and choosing science activities.

Original languageEnglish (US)
Pages (from-to)2528-2547
Number of pages20
JournalInternational Journal of Science Education
Volume39
Issue number18
DOIs
StatePublished - Dec 12 2017

Keywords

  • Urban
  • culturally relevant
  • elementary
  • science education
  • sociocultural
  • sociopolitical consciousness

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