Purpose

This paper aims to describe the results of a qualitative case study of three beginning elementary teachers’ knowledge-in-practice of multicultural science education.

Design/methodology/approach

Data included interviews, focus group discussions, audio-recorded lessons and daily field notes through the course of a month-long summer science program. Data were coded deductively using a framework of receptivity and resistance, and then coded inductively to determine themes within each category of data.

Findings

Analysis revealed three key elements of teachers’ knowledge-in-practice: positive perceptions of teaching for social justice, practices that overlooked students’ perspectives and practices that discounted race and culture in science.

Originality/value

Insights from this case study respond to the well-documented need to address the gap between knowledge and practice in multicultural science education by revealing potential roadblocks and guideposts useful for bridging this gap.

中文翻译：

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初学者对多元文化科学教育的实践知识

目的

本文旨在描述定性案例研究的结果，该案例研究了三位初级基础教师在多元文化科学教育中的实践知识。

设计/方法/方法

数据包括访谈，焦点小组讨论，录音课程和通过为期一个月的夏季科学计划过程中的每日现场笔记。使用接受性和抗性框架对数据进行演绎编码，然后对数据进行归纳编码以确定每个数据类别中的主题。

发现

分析揭示了教师实践知识的三个关键要素：对社会正义教学的积极认识，忽视学生观点的实践和剥夺种族与科学文化的实践。

创意/价值

本案例研究的真知灼见，通过揭示有助于弥合这一差距的潜在障碍和指南，回应了有据可查的解决多元文化科学教育中知识与实践之间差距的需求。