Reframing Inclusive Science Instruction to Support Teachers in Promoting Equitable Three-Dimensional Science Classrooms

ABSTRACT

In A Framework for K-12 Science Education, the National Research Council frames inclusive science instruction as a collection of strategies for teachers to engage students. In this conceptual article, we reframe inclusive science instruction by examining the literature in science and multicultural education and describe five elements to support teachers in realizing inclusive science instruction as a pedagogical shift. We established the validity of this framework by working with three content experts and clarified framework elements with teaching examples from two veteran urban high school science teachers. Data used for framework clarification include field notes, interviews, and video-recorded lessons. We also discuss the importance of shifting to inclusive science instruction as a necessary step in promoting equity in science.

KEYWORDS:

• equity and ethics school culture
• multicultural science
• secondary school science
• urban education

Notes

¹ Participant names have been changed to a pseudonym of their choice.

² Student names have been changed.

Additional information

Funding

This work was supported by the National Science Foundation (DRL-1232388).