Taking an active stance: How urban elementary students connect sociocultural experiences in learning science |
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| Authors: | Bhaskar Upadhyay Geoffrey Maruyama Nancy Albrecht |
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| Institution: | 1. Curriculum and Instruction, University of Minnesota, Minneapolis, MN, USAbhaskar@umn.edu;3. Educational Psychology, University of Minnesota, Minneapolis, MN, USA;4. Curriculum and Instruction, University of Minnesota, Minneapolis, MN, USA |
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| Abstract: | ABSTRACTIn 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. |
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| Keywords: | Urban science education sociopolitical consciousness sociocultural culturally relevant elementary |
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