A Framework for culturally responsive teaching: Effectively implementing culturally responsive instruction in the science classroom

Abstract

Culturally responsive instruction (CRT) is a term that has been bandied about the world of education for the past several decades. Despite substantial discussion into the theoretical constructs behind CRT, concrete applications of CRT to the science classroom have yet to be articulated or proposed. In this project, six elements of CRT classroom practices are described and applied to the secondary science classroom. Exemplar lessons modeling these six elements are provided to illustrate how authentic science instruction can occur in a culturally responsive classroom.