Embracing a Diverse Student Population within an Urban Science Classroom Through the Use of Inquiry-Based and Culturally Relevant Pedagogy: A Multipedagogical Approach in Narrowing the Science Achievement Gap

Abstract

Inequalities have always existed between individuals of varying race, ethnicity, gender, and socioeconomic status. How to overcome such injustices is always a highly debated topic. One way these inequalities between individuals of various demographic groups have shown themselves in a tangible way, is through the modern day recognizable achievement gaps that exist between urban and nonurban student populations in the realm of science education. Improving science learning outcomes for all students while attempting to narrow the science achievement gaps have become a theme in recent science education reforms brought about through the National Research Council (1996, 2000) and the release of the Next Generation Science Standards (NGSS, 2013). The demographic student population within modern urban science classrooms have seen both rapid changes and an increase in diversity. Traditional ways of teaching science are no longer successful in reaching the current diverse student groups as can be seen in the noticeable science achievement gaps. Ineffective pedagogy and a lack of understanding for new diverse student populations have led to an increase in research and studies examining alternative methods for teaching science. Keeping these realities at the forefront of intent, this project and unit plan were designed with an attempt at teaching science in a way that is both meaningful and relevant to diverse student populations found within current urban science classrooms. A multipedagogical approach through the use of Inquiry-Based and Culturally Relevant Pedagogy was chosen per recommendation of current literature and research on how to successfully teach science within an urban setting.