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An Investigation of a Culturally Res...

Garvin, Brittany A.

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An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth./
作者:	Garvin, Brittany A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	205 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Science education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704340
ISBN:	9781321766691

An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth.
Garvin, Brittany A.

An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 205 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--University of South Carolina, 2015.

There have been numerous calls and efforts made to provide states, school districts, and communities needed financial support to increase and enhance access to and opportunities in Science, Technology, Engineering, and Math (STEM) related disciplines for marginalized populations (Tyson, Lee, & Hanson, 2007; Caldwell & Siwatu, 2003). As the challenge to better educate students of color and poor students intensifies, the need to provide equitable science learning experiences for all students aimed at scientific literacy and STEM also becomes critical. Thus the need to provide summer science enrichment programs where students engage in scientific experimentation, investigation, and critical thinking are vital to helping students who have been traditionally marginalized achieve success in school science and enter the science career pipeline.

ISBN: 9781321766691Subjects--Topical Terms:

521340
Science education.

An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth.
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520 $a There have been numerous calls and efforts made to provide states, school districts, and communities needed financial support to increase and enhance access to and opportunities in Science, Technology, Engineering, and Math (STEM) related disciplines for marginalized populations (Tyson, Lee, & Hanson, 2007; Caldwell & Siwatu, 2003). As the challenge to better educate students of color and poor students intensifies, the need to provide equitable science learning experiences for all students aimed at scientific literacy and STEM also becomes critical. Thus the need to provide summer science enrichment programs where students engage in scientific experimentation, investigation, and critical thinking are vital to helping students who have been traditionally marginalized achieve success in school science and enter the science career pipeline.
520 $a This mixed methods study examined the impact of a culturally responsive approach on student attitudes, interests in science education and STEM careers, and basic science content knowledge before and after participation in an upward bound summer program. Quantitative results indicated using a culturally responsive approach to teach science in an informal learning space significantly increases student achievement. Students receiving culturally responsive science instruction exhibited statistically significant increases in their posttest science scores compared to pretest science scores, M = 0.376, 95% CI [0.266, 0.487], t (10) = 7.610, p < 0.001. Likewise, students receiving culturally responsive science instruction had a significantly higher interest in science (M = 1.740, SD = 0.548) and STEM careers, M = 0.597, 95% CI [0.276, 0.919], p = 0.001.
520 $a The qualitative data obtained in this study sought to gain a more in-depth understanding of the impact of a culturally responsive approach on students' attitudes, interests in science and STEM careers. Findings suggest providing students the opportunity to do and learn science utilizing a culturally responsive approach was much more beneficial to their overall science knowledge, as it allowed students to experience, understand, and connect to and through their science learning. Likewise, culturally responsive science instruction helped students to foster a more positive interest in science and STEM careers as it provided students the opportunity to do science in a meaningful and relevant way. Moreover, results revealed students receiving culturally responsive science instruction were able to see themselves represented in the curriculum and recognized their own strengths; as a result they were more validated and affirmed in and transformed by, their learning.
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