What This Means for Instruction

Over several decades, we have gained a basic understanding of the issues of equity and ways to make science education equitable for all students.  However, changing instruction to meet the varied needs of an increasingly diverse student population takes time and effort. Teachers work with students who bring diverse experiences to science and learn in various ways. Further, within sub groups identified by ethnicity, boys and girls differ in their attitudes toward and achievement in science. Often teachers must try to address the needs of English language learners and students with physical and/or learning disabilities without special training or resources. The following list provides a few suggestions to help all teachers of science design instruction that will increase access, enhance opportunities and improve outcomes in science for all students.

• Help students reach their potential through individualized instruction, equal opportunities and high expectations. (Trowbridge, Bybee & Powell)

• Help students develop new knowledge by providing culturally relevant examples and explanations. (Estrin & Nelson-Barber)

• Recognize that ethnic differences affect access to quality science education. (Ladson-Billings; Atwater; Krueger & Sutton)

• Include examples and illustrations of scientists from all sub-groups to dispel the myth that all scientists are white males. (Schibeci)

• Provide all students access to resources. Allow students to learn through direct participation rather than through observations and demonstrations. (Kahle, Parker, Rennie & Riley)

• Allow students to investigate, examine and interpret information, as well as to solve problems. (Freedman)

• Provide students opportunities to participate in inquiry based science activities and real world problem-solving to motivate them, improve their attitudes and enhance their achievement. (Kahle, Meece & Scantlebury; Doran, Lawrenz & Helgeson)

• Use extended wait time during questioning, allowing students to compose their thoughts. Monitor who responds to questions and who manipulates equipment during scientific investigations. (Rowe, 1974; Tobin & Garnett)

• Respect all cultures represented by students, provide equal opportunities, hold high expectations for all students and encourage participation through active investigations. (Velez-Ibanez and Greenberg; Lee, Marks and Byrd; Arambula-Greenfield; Estrin and Nelson-Barber)

• Maintain a learning environment with cooperative group opportunities, real world experiences and opportunities for verbal expression. (Rennie; Trowbridge, Bybee & Powell)

• Increase awareness of the interaction of ethnicity and gender in science outcomes (achievements and attitudes). (Campbell; Arambula-Greenfield; Pollard; Rodriguez)

• Facilitate a cooperative, not competitive, learning environment. (Kahle, Meece & Scantlebury)

• Provide time for students with fewer out of school science experiences to become familiar with equipment. (Rowe, 1978)

• Adjust science projects and investigations to fit the needs of physically or learning disabled students. (Kelley, Finley, Koehler & Picard)

• Use inquiry instruction with English language learners. (Rosebery, Warren & Conant)