Cultural processes in science education: Supporting the navigation of multiple epistemologies

November 1st, 2010 | RESEARCH

Although there has been considerable focus on the underrepresentation of minorities in science, technology, engineering, and mathematics (STEM) disciplines and the need for science instruction that fosters diversity, much of the associated effort has focused on the goal of diversity and tended to assume that science and science learning are acultural. We describe a conceptual framework employed in our work with both urban and rural Native American communities that focuses on culturally based epistemological orientations and their relation to the cultural practices associated with science instruction. We summarize evidence on the efficacy of community-based science education to support the proposition for a shift in orientation toward science education from aiming to have students adopt specific epistemologies to supporting students' navigation of multiple epistemologies.


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Team Members

Megan Bang, Author, TERC
Douglas Medin, Author, Northwestern University


Identifier Type: issn
Identifier: 0036-8326

Publication: Science Education
Volume: 94
Number: 6
Page(s): 1008

Related URLs

EBSCO Full Text


Access and Inclusion: Ethnic | Racial | Indigenous and Tribal Communities | Rural | Urban
Audience: Educators | Teachers | General Public | Museum | ISE Professionals
Discipline: Education and learning science | General STEM
Resource Type: Peer-reviewed article | Research Products
Environment Type: Community Outreach Programs | Public Programs