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

Megan Bang*, Douglas L Medin

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

297 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)1008-1026
Number of pages19
JournalScience Education
Volume94
Issue number6
DOIs
StatePublished - Nov 2010

ASJC Scopus subject areas

  • Education
  • History and Philosophy of Science

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