Research-based Practices and Strategies for teaching Science/STEM/STEAM
There are a variety of points that the STC uses as guides for teaching in the many realms of science education. These strategies devote attention to the opportunity gap that many under-resourced districts and communities face. Some researchers believe that schools are collections of opportunities to learn. Some very important key educational resources are missing like expert teachers, personalized attention, high quality curriculum opportunities, good educational materials, and plentiful
information resources, are the reasons for the opportunity gap.
In order to reduce this gap, the STC applies culturally responsive approaches to all of our work so that we develop high quality teachers who understand the importance of teachers’ dispositions toward students who are different from themselves. The STC enables in-service and pre-service teachers to understand the importance of student-centered science teaching. Teachers learn to plan inquiry-based science lessons using student culture as the context. The STC utilizes the 5E model of inquiry and culturally responsive pedagogy in the content of science. Teachers learn how to recognize and respond to their students’ preconceptions as well as misconceptions; provide culturally relevant examples; and have extensive opportunities to practice civic engagement through service learning.
The Community Engaged Teacher Education program that is part of the STC also uses situative learning theories in the context of culturally responsive pedagogy. We do this through the intentional design of a community of practice that is made up of four constituencies – WU faculty, CUSD Teachers and Administrators, WU Teacher Candidates, and City of Chester Community Mentors who all have equal say in the development of the program.
