Educators involved in the improvement of science instruction need to explore how science education could better align with the needs and interests of specific communities, especially in areas of Central America where local knowledge has been expunged from schools. In this paper, I draw upon Culturally Sustaining and Revitalizing Pedagogies to explore a single community's visions for science education and how these visions may be used as pathways for restoring relevant science education practices. To do this study, a case study approach was used to collect 150 h of science lesson observations at three schools in a small Nicaraguan community and interview 18 science teachers and community members. Many of these teachers and community members provided detailed accounts of local science knowledge or methods of teaching science that had been replaced with Westernized curriculum and pedagogies to the detriment of learning and their community. Results indicate two overarching visions: (1) a vision for reviving Scholar Orchards and (2) a vision for learning science with community resources. These findings highlight the need to partner with local teachers and community members when designing, implementing, and evaluating science education because they possess sophisticated visions for making science more relevant, sustaining, and revitalizing within their community context.

中文翻译：

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复兴果园：尼加拉瓜恢复科学教育的愿景

参与改善科学教学的教育者需要探索科学教育如何更好地符合特定社区的需求和利益，特别是在中美洲从学校中汲取了当地知识的地区。在本文中，我将借鉴“文化上的维持与振兴教学法”，探讨一个社区对科学教育的愿景，以及如何将这些愿景用作恢复相关科学教育实践的途径。为了进行这项研究，使用了案例研究方法来收集尼加拉瓜一个小社区中三所学校的150小时的科学课观察结果，并采访18位科学老师和社区成员。这些教师和社区成员中的许多人详细介绍了当地的科学知识或教学科学的方法，这些知识或方法已被西化的课程和教学法所取代，这不利于学习及其社区。结果表明了两个总体构想：（1）复兴学者果园的构想；（2）借助社区资源学习科学的构想。这些发现突出表明，在设计，实施和评估科学教育时，需要与当地教师和社区成员合作，因为他们具有使科学在他们的社区环境中变得更加相关，可持续和振兴的复杂愿景。（1）复兴果园的愿景和（2）利用社区资源学习科学的愿景。这些发现突出表明，在设计，实施和评估科学教育时，需要与当地教师和社区成员合作，因为他们具有使科学在他们的社区环境中变得更加相关，可持续和振兴的复杂愿景。（1）复兴果园的愿景和（2）利用社区资源学习科学的愿景。这些发现突出表明，在设计，实施和评估科学教育时，需要与当地教师和社区成员合作，因为他们具有使科学在他们的社区环境中变得更加相关，可持续和振兴的复杂愿景。