![]() Second, this paper identifies examples where science instruction is not of its highest quality for the highlighted groups. First, this paper challenges the neutrality of science by highlighting systemic yet negative outcomes that disproportionately impact minoritized populations in everyday life because of the narrow network of people who define and solve problems. Though not exhaustive, this paper identifies groups of students who are marginalized in current-day science instruction-the racially minoritized, those with physical and cognitive differences, and those in urban or rural communities. The goals of this paper are to show how science instruction may not be reaching its aim of equitable access and to offer recommendations for creating a new baseline standard for equitable science instruction. While students may be present in class, they may not have access to quality science learning experiences. ![]() Current science instruction does not educate K-12 students equitably and creates short- and long-term impacts on individual students and society. ![]()
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