Science in the City
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A01=Bryan A. Brown
A23=Christopher Emdin
Age Group_Uncategorized
Age Group_Uncategorized
Author_Bryan A. Brown
automatic-update
Black tax
Category1=Non-Fiction
Category=JNT
COP=United States
culturally relevant teaching
culturally responsive
Delivery_Delivery within 10-20 working days
double standard
eq_bestseller
eq_isMigrated=0
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
generative instructional approach
K12
Language_English
multicultural
multilingual
PA=Available
Price_€20 to €50
PS=Active
science classrooms
science education
softlaunch
students of color
technology in the classroom
urban science teaching
Product details
- ISBN 9781682533741
- Weight: 272g
- Dimensions: 152 x 226mm
- Publication Date: 10 Sep 2019
- Publisher: Harvard Educational Publishing Group
- Publication City/Country: US
- Product Form: Paperback
- Language: English
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Science in the City examines how language and culture matter for effective science teaching. Author Bryan A. Brown argues that, given the realities of our multilingual and multicultural society, teachers must truly understand how issues of culture intersect with the fundamental principles of learning. This book links an exploration of contemporary research on urban science teaching to a more generative instructional approach in which students develop mastery by discussing science in culturally meaningful ways.
The book starts with a trenchant analysis of the 'black tax,' a double standard at work in science language and classrooms that forces students of color to appropriate and express their science knowledge solely in ways that accord with the dominant culture and knowledge regime. Because we are in an interactive, multimedia world, the author also posits the necessity of applying what is known about best practices in science teaching to best practices in technology.
The book then turns to instruction, illustrating how science education can flourish if it is connected to students' backgrounds, identities, language, and culture. In this empowered-and inclusive-form of science classroom, the role of narrative is key: educators use stories and anecdotes to induct students into the realm of scientific thinking; introduce big ideas in easy, familiar terms; and prioritize explanation over mastery of symbolic systems. The result is a classroom that showcases how the use of more familiar, culturally relevant modes of communication can pave the way for improved science learning.
The book starts with a trenchant analysis of the 'black tax,' a double standard at work in science language and classrooms that forces students of color to appropriate and express their science knowledge solely in ways that accord with the dominant culture and knowledge regime. Because we are in an interactive, multimedia world, the author also posits the necessity of applying what is known about best practices in science teaching to best practices in technology.
The book then turns to instruction, illustrating how science education can flourish if it is connected to students' backgrounds, identities, language, and culture. In this empowered-and inclusive-form of science classroom, the role of narrative is key: educators use stories and anecdotes to induct students into the realm of scientific thinking; introduce big ideas in easy, familiar terms; and prioritize explanation over mastery of symbolic systems. The result is a classroom that showcases how the use of more familiar, culturally relevant modes of communication can pave the way for improved science learning.
Bryan A. Brown is an associate professor of science education and associate dean for student affairs at the Graduate School of Education at Stanford University.
