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Aiden Aizumi

Dr. Hayes
Educ 390
11/8/14
Annotated Bibliography
Barab, S. A., & Luehmann, A. L. (2003). Building Sustainable Science Curriculum:
Acknowledging and Accommodating Local Adaptation. Science Education, 87(4), 454567.
In this article, the authors address the challenges that come with the development of projectbased learning and the lack of support that some teachers face with shifting in that direction.
There is a balance to meeting the needs of the students and moving the approach to teaching
science forward with the use of technology and project-based learning. They address the process
of shifting to a project-based curricula and that it takes more then just implementation but takes
teachers who understand their field and subjects they teach to create and design the curricula
around the circumstances that are appropriate for their school and students. This address the
issue in science education around creating curricula that is appropriate for the current generation
of students, and their reliance on technology. It is also addressing the idea that things in science
are always advancing and changing, and that the content we teach to students should keep up
with those changes, or the students will not find relevance in it.

Bouillon, L. M., & Gomez, L. M. (2001). Connecting school and community with science
learning: Real world problems and school-community partnerships as contextual
scaffolds. Journal of Research in Science Teaching, 38(8), 878-898.

The authors address the differences between students home life and life at school and how each
of those communities has an impact on the students cognitive abilities. The article explores the
idea of connected science looking at how to bridge science that could be represented in a
classroom, and science that students may see outside of a classroom. The article talks about a
specific experience with a polluted river that the teachers, students and local community partners
applied scientific knowledge to improve the situation at the river. The authors address some key
things that make this type of science learning successful including that the real-world problem
has no clear answer, is interdisciplinary in nature, and is relevant to the curriculum and
students lives. They did however, also address the challenge to this is finding a real-world
problem that fits these criteria and that works for the cultural context for the school and
community. This is useful in addressing the issue in science education around student
motivation. When students are able to relate to the content that is being taught to them, they are
more easily able to engage in their learning, and apply it outside the classroom. This article
looks at how to combine the two, so that students can actively see the impact of the science
curriculum in their local community.

Bredderman, T. (1983). Effects of Activity-Based Elementary Science on Student Outcomes: A


Quantitative Synthesis. Review of Educational Research, 53(4), 499-518.
This article looks at three elementary school science programs that were activity-based and the
effectiveness of these programs on student learning. The three programs that were reviewed
were The Elementary Science Study, Science a Process Approach, and the Science Curriculum
Improvement Study. Outside of being unique programs, each has their own ideas of how
students should be taught science and their own content objectives. The authors address the

results from each of the programs, and conclude at the end that students were participated in such
programs did have experience positive results. They do however take into consideration the
variables of the students natural ability, teacher ability and time on tasks. The article also
tackles the fear that activity-based programs focus too much on the science process while
sacrificing time around the content learning. But the results of the standardized assessment
showed not negative impact compared to students who did not participate in the activity-based
program.

Bryan, L. A., & Atwater, M.M. (2002). Teacher beliefs and cultural models: A challenge for
science teacher preparation programs. Science Education, 86(6), 821-839.
This article examines teacher education programs and looks at teachers stances on multicultural
issues and how they impact student learning. The author writes that with the increasing number
of students of color in schools, the system has not taken into consideration what it means to teach
and learn in a multicultural space. By not adjusting science teachers are failing to use
appropriate responses to issues surrounding diversity and therefore are not providing access for
students to of diverse backgrounds to achieve scientific literacy. The author address that
preservice teachers or teachers in credential/teacher education programs need to be taught
cultural sensitivity in order to be successfully engage in science instruction.

Calabrese Barton, A. (2001). Science Education in Urban Settings: Seeking New Ways of Praxis
Through Critical Ethnography. Journal of Research in Science Teaching, 38(8), 899-917.
This article addresses the issues around teaching in an urban setting and the cultural sensitivity
that is involved in doing so. There are statistics based on census information around poverty in

urban areas. The article talks about how children/students that are living in these areas are
impacted educationally and their standardized test scores are disproportionately lower then their
peers. The two girls that the author mentions were mentally and physically strong, but when
looking at their schooling, the disproportion became clear. The author address issues like lack of
resources for school projects, outdated textbooks, limited equipment, and lack of science based
extracurricular activities. Because of these disproportions students in lower socio-economic are
placed in low-level tracks and not given the opportunities to attend high-level science or math
classes. This article stresses the importance of considering diverse populations of students when
creating curriculum and when teaching so that they are not excluded from the science
experience, and are given the same opportunities to learn and grow.

Davis, E. (2006). Preservice Elementary Teachers Critique of Instructional Materials for


Science. Science Education, 90(2), 348-375.
This article discusses that successful teachers use curriculum materials as a guide and adapt the
materials to fit the needs of their students. Teachers with experience have learned how to refine
curriculum and this is a skill that preservice teachers are not being equipped with. The author
makes a point that curriculum kits may come with activities for do but not suggestions for how to
help the students make a connection to real-world experiences. Preservice teachers should be
taught how to see these problems in curriculum materials and adjust accordingly. The article
address and acknowledges that new elementary school teachers are put under a lot of demand
when they start, and often demonstrate weak content knowledge around science. The article
concludes that in order to resolve these shortcomings preservice teachers need to be comfortable

adapting to curriculum, critiquing curriculum that they are given to align it with their own
philosophy and for their student population.

Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing Scientific
Knowledge in the Classroom. Educational Researcher, 23(7), 5-12.
This article looks at the way science is taught and if taking in science content is based on a
individual basis, or if it is socially influenced, or if it something that is both. The article address
the fact that in order to effectively teach science, educators must know which way students will
learn best, and construct the curriculum around that when in the classroom. The author stresses
that at its core scientific knowledge is socially constructed, validated, and communicated.
They also stress that in order for students to take in scientific knowledge it must be applicable
everyday relevance. From there students can evolve within the culture that they live within.

Fradd, S. H., Lee, O., Sutman, F.X., & Saxton, M.K. (2001). Promoting Science Literacy with
English Language Learners Through Instructional Materials Development: A Case Study.
Bilingual Research Journal, 25(4), 479-501.
This article is about how science curriculum does not meet the needs of students who are English
Language Learners, and this type of curriculum has not yet been developed to support ELLs on
scientific inquiry. The author discusses that there are specific learning needs for ELLs and
stresses the important of having the appropriate tools and materials to enable all students to learn
and participate in science through inquiry. The phrase science for all has been used in science
standards, and yet there has been a disconnect between ELLs and non-ELLs. The article then
goes to breakdown the different roles of a teacher, and how those roles impact the learning

environment for students. In order for there to be progress and equity made for students of all
learning styles, collaboration must take place between teachers, students, researchers, and
publishers so that there is consensus on what materials are needed to foster scientific knowledge
and inquiry. Teachers should promote science inquiry from ELLs, develop criteria that integrate
literacy development, and make science inquiry and learning a priority for all of the students that
they teach.

Hodson, D. (1999). Going Beyond Cultural Pluralism: Science Education for Sociopolitical
Action. Science Education, 83(6), 775-796.
This article talks about the principles of antiracist education and the need for sociopolitical action
in order to achieve multicultural education. The author writes about educational goals like
raising participation and the levels of science for students who are from ethnic minority groups
as well as creating a level of sensitivity from all students in regards to racism, oppression and/or
discrimination. The article states that the only effective way for a curriculum such as this to be
developed and established, teachers must become politicized. The issue around curriculum not
being inclusive of diverse populations is on going and this article stresses the huge change that
would need to happen in order for a change to come into fruition.

Lee, O. (2003). Equity for Linguistically and Culturally Diverse Students in Science Education:
A Research Agenda. Teachers College Record, 105(3), 465-489.
This author draws from an anthropological perspective to discuss creating equity for students of
diverse populations, and what it means to teach these students. Schools in the United States are
becoming more and more culturally diverse and therefore linguistically diverse. Our curriculum

has not kept up with the changing population of students, and these diverse students are not
receiving equal opportunities to master science content. The article provides recommendations
for a research agenda that contains goals for science education that would include all students.
There is also a list of the major challenges so far in finding effective ways to conduct a
classroom with multiple culturally diverse students when only given specific science education
literature. Ultimately it is about finding a way to include all students in a way that fosters
development and grown, and gives them the best opportunity to grow.

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