1. Teaching Science to Every Child: Using Culture as a Starting Point ©Routledge/Taylor & Francis 2012 Chapter 1 Forming Commitments to Science Teaching ©Routledge/Taylor & Francis 2012

2. Chapter 1 Topics The Culture of ScienceScientific Habits of MindImages of TeachingTeaching for the Purpose of LearningScience within the School CurriculumWho is Included in “Science for All”?Exploring Reasons for Science Achievement GapsCultures In and Of the Classroom ©Routledge/Taylor & Francis 2012

3. The Culture of Science Group norms, certain materials and specific actions = A culture Cultures suffer from stereotypes, including for scientists Scientific worldview: Seeking to explain patterns Science can confer power, control, influence and strength Some people may find science difficult because nobody took the time to explain the workings of the scientific culture. ©Routledge/Taylor & Francis 2012

4. Scientific Habits of Mind Traditional and unique ways of thinking and perceivingIndicators of the cultural aspects of science CuriosityOpenness to New IdeasSkepticism ©Routledge/Taylor & Francis 2012

5. Images of Teaching Yellow school bus, red pencil, an apple, desks in rowsImages shape our beliefs about who we are as teachers MYTHS ABOUT TEACHING Everything depends on the teacher The teacher is the expertTeachers are self-made REALITIES ABOUT TEACHING Many sources of expertise are needed — including families and the children themselves There is too much to know to expect one person to be “all knowing” The best compromise is that teaching combines natural talent with learned skills ©Routledge/Taylor & Francis 2012

6. Teaching for the Purpose of Learning Teachers as Instructional PlannersKey: Develop YOUR Science Learning ConfidenceThen Acquire Skills for Teaching ConfidenceEmphasize Students’ Learning, Not Teacher Theater ©Routledge/Taylor & Francis 2012

7. Science within the Curriculum Knowing Science Empowers ChildrenScience Knowledge Opens Career OpportunitiesGood Citizens Rely on their Science KnowledgeScience is Our Cultural Heritage to Pass Along ©Routledge/Taylor & Francis 2012

8. Scientific Literacy More than knowing how to read and write scienceSpecialized combination of knowledge and skills Familiar with the natural worldKnow science concepts and principlesEmploy scientific reasoningRecognize the human aspectsApply science to decision-making from Science for All Americans ©Routledge/Taylor & Francis 2012

9. Who Gets to Learn Science When we say “Science for All”? All students, regardless of age, sex, cultural or ethnic background, disabilities, aspirations, or interest and motivation in science, should have the opportunity to attain high levels of scientific literacy. ~ National Research Council ©Routledge/Taylor & Francis 2012

10. Factors Contributing to Science Achievement Gaps Deficit Mentality: belief that some children just can’t learn science. Self-fulfilling Prophecy: lowered expectations  lower performance, and expectations are “verified” Inadequate Supplies and Materials, Lack of Qualified and Caring Teachers, Too Much Focus on “Basics” The Culture of Science May Be Too “Foreign” to Some Students—Until the Teacher Acts as the Diplomat ©Routledge/Taylor & Francis 2012

11. Cultures In and Of the Classroom The Tools of a Culture: The Objects that are Used The Actions of a Culture: Behaviors and Interactions Membership in Multiple Cultures: Families, Careers, Friendships, Entertainment, etc. The Value of Treating Science as a Culture and Not Simply as a Body of Knowledge ©Routledge/Taylor & Francis 2012

12. Chapter 1 Summary The Culture of Science Includes Habits of MindDeveloping a New Set of Teaching Images … about LearningScience as Essential to the School Curriculum“Science for All” does Not Exclude any ChildScience Achievement Gaps Can be ReducedUsing a Cultural Perspective to Teach about Science ©Routledge/Taylor & Francis 2012