UU eee

Teaching Science to Every Child

Ambitious and encouraging, this text for prospective and practicing elementary and middle school science

teachers, grounded in contemporary science education reform, is a valuable resource that supplies concrete

approaches to support the science and science-integrated engineering learning of each and every student.

At its core, it is based on the view that science is its own culture, consisting of unique thought processes,

specialized communication traditions, and distinctive methods and tools. Using culture as a starting point

and connecting it to effective instructional approaches, the authors describe how a teacher can make sci-

ence accessible to students who are typically pushed to the fringe—especially students of color and English

language learners. Written in a conversational style, the authors capture the tone they use when they teach

their own students. The readers are recognized as professional partners in the shared efforts to increase

access, reduce inequities, and give all students the opportunities to participate in science.

Changes in the Third Edition

@ Features an entirely new chapter on engineering and its integration with science in K-8 settings.

M@ Provides fresh attention to the Framework and Next Generation Science Standards while distanc-

ing previous attention to process skills and inquiry teaching.

M@ Incorporates the latest research about science practices, classroom discussions, and culturally

responsive strategies.

M@ Retains an accessible writing style that encourages teachers to engage in the challenges of provid-

ing equitable and excellent science experiences to all children.

@ Updated companion website: online resources provide links to web materials, slideshows specific

to each chapter for course instructors’ use, and supplemental handouts for in-class activities:

www.routledge.com/cw/Settlage.

John Settlage is a Professor at the University of Connecticut. He coordinates the local STEM Teacher

Preparation and is a Co-Editor of the Science Education journal.

Sherry A. Southerland is a Professor at Florida State University. She is a Co-Editor of the Science Education

journal and is a mentor to doctoral students and fellow faculty.

Lara K. Smetana is an Associate Professor at Loyola University Chicago and teaches elementary science

methods.

Pamela S. Lottero-Perdue is a Professor at Towson University where she teaches science and engineering

methods and directs an elementary integrated STEM graduate program.

Digitized by the Internet Archive

in 2023 with funding from

Kahle/Austin Foundation

https://archive.org/details/teachingsciencetO000sett_a8x1

Teaching Science to Every Child Using Culture as a Starting Point

Third Edition

John Settlage, Sherry A. Southerland, Lara K. Smetana, and Pamela S. Lottero-Perdue

Routledg (S Taylor & Francis Group

NEW YORK AND LONDON

Third edition published 2018 by Routledge 711 Third Avenue, New York, NY 10017

and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN

Routledge is an imprint of the Taylor & Francis Group, an informa business

© 2018 Taylor & Francis

The right of John Settlage, Sherry A. Southerland, Lara K. Smetana, and Pamela S. Lottero-Perdue to be identified as authors of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.

All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.

First edition published by Routledge 2007

Second edition published by Routledge 2012

Library of Congress Cataloging-in-Publication Data Names: Settlage, John, author. | Southerland, Sherry A., 1962— author. | Smetana, Lara K., author. | Lottero-Perdue, Pamela S., author. Title: Teaching science to every child: using culture as a starting point / John Settlage, Sherry A. Southerland, Lara K. Smetana, Pamela S. Lottero-Perdue. Description: Third Edition. | New York: Routledge, 2018. | Includes bibliographical references and index. Identifiers: LCCN 2017005857 | ISBN 9781138118959 (hardback) |

ISBN 9781138118966 (paperback) | ISBN 9781315652511 (ebook)

Subjects: LCSH: Science—Study and teaching (Elementary) | Science—Study and teaching (Middle school) | Multicultural education. Classification: LCC LB1575 .S48 2018 | DDC 372.35/044—dc23

LC record available at https://lccn.loc.gov/2017005857

ISBN: 978-1-138-11895-9 (hbk) ISBN: 978-1-138-11896-6 (pbk) ISBN: 978-1-315-65251-1 (ebk)

Typeset in Minion Pro

by codeMantra

Visit the companion website: www.routledge.com/cw/Settlage

Contents

ER WEL RN cremate eeu crepe cease wets fsacasnl Soe acts yoo th aosticaccuss eee use ety Rca eee Xi Gloria Ladson-Billings

DN sige ce seh anne events cnn cacao dee mente A eae we emee eet xix

CHAPTER 1 — Providing All Students with ACCeSS to SCICNCE…………..:::scessssssssesssssessscssssessesesseseeees 1

oo ES le Wal ALTA] Oe gyri Sey te ce Re oP PY EOP rTE PPT POPE ea SRS Pn ae err fey Aerrner baie 3: 1

Pepuaeute stercoty pes Repardine Scien Ce coe oe. sitacsnsuannsarvbaypts caurase ete ns maeue saan, ee 2

BRUTE NAST RN NU SNOT Cg es gc aac Leu eaaao se cuapiseek ho Stuan aslecan davakcny Rast saa sca RN gee ee 2

Brience ae the Work ot Maing Thies Our ae onsccceasnapaccasancseurase dnossnsnnancsnaten ooh eee ee 5

easel Gee TOILET CL CTN CE UTIL TIES oo. ey acetate oot as cee cqsamnepemsetunceeas adapeaheaiga omen eae 9

Perel MMA POLIS veconiescizciaionvestarsnacense senason cane econnnshssacase santa cider aanssoneaipzanaiesnsuebatiesonsdesete aecaseneenees 11

MATS OR Mth RIEU LATE VELEN Cr DIS ss sorpsaopcstarcancosatesdangussaina cacsdmita nb ouieensivbaieasoncqaness oa tee 13

Bee Res AED Be DMN IOUS LN TN cs get ce dan isa as badass ade s vast cncabevae tunscceaees uaetaNolauearheeeduanp MlanceaR tame ec dens oe 15

MRSC CUA EIN CAL GUI CN ee, cacao erat eet es dao sages Do abeka as nan tae ys Gen tiaeds raderapeosen eee 20

ererceasa culiuce for Students ..,..p ese end ss es idee ea are ee sy

NINE ON rae aars tos aesar ad acantaashntanecig conengva iheasp nies ea pcsaiasdeus seccknancas Repo oh 22

Hey Ee tes TAN a asc asta eacapanaouan ta deno anes omededadsasdsadataped akan sdb eosd npPaobaaatnasndned MASE, eae RENE 22

BA Ye IS ae pe ene earn deat tt acta tanta cede das ses ec 2) cag avag de vaddnedahbtpsdnntDOELgA DIRS sdanen lees Wiavaavinsaeda SaUaieua scattOs 23

BS ESS AN UE i gated tcc reads dss esp aaah Reach cea Aa and a west caagsae date Race 24

Bee ING eS Wi tee rote ee Se aN 7 Me SER esl Sams set siah ea als ace fotlez trash tanga oan gates Ab ehesevepeaivess Ostactentonte 24

vi Contents

CHAPTER 2 — Nature of Science: Seeing Science from a Bird’s Eye ViGW ………..seceseseeeeeneeeeeeees 27

Chapter Toga igtyt Sa seswcssssevovowescarsasieae ocevassasiancuecesosranansoete-vovsssussnssseubbevsan rosters enostpetesey cer anresaenenstaances Te,

WhatJs the Nature of Sclemcets… ssccsssonses-oosscrsctyrscasevwscsnsnvvann acserxes oxerane-tne sea dhovaa ter wenarereceneere eo eres 28

Unpacking Students’ Ideas about the Nature of Sciemce………..ccsessercssorssrensseenereensssnsesonsesenssorsnvennes 29

Characterizing the Actions of Science: Spheres of Activity and the Mangle of Practice………… 30

Spheres of Activity and Three-Dimensional Learning …………….cssecssrscsscersenerecncnsesessssscesseescasesenes 32

Searching for a Functional Understanding of Scientific Practice ……….cscsscsenssnecscnsenecssneceeseenceees’ 32,

The BampiricaliNatunel, Sete mci, ae cerns eevee eer cee ns parc ses poee cars yee or bie centeemne en eraeetaraeetey seas ghee o8

The Creativity of science ang. scremtine WMO WlCUGC …c.;csnssecesseaccescerescors es seetaeoerea-erecne- oa here aerate = 34

Creatiwvity-and the Constructiom Of Explanations rcecrsasvesssesscacesccerteecnseabivstanesssanevoararasearecapanraceeso=® 37

Scienice-dé/a. Social Bmterpnisesc.vscecsen.:teateeestscerty seen aaes tena as ate ner eacresteserisastatenareeyeeeeee a oes 40

Scientific Knowledge is Open tO RCV isiOMi a scecccscs–saccseessssctars sscerurncecers cass oavinesavavceaspurreesrarees oe omery ara 4]

Nature of Science and Diverse Classrooms: Science as a Way Of KMOWIN ………s:scsessssecssseseeneneees 45

Whe Nature:ot science and Science: Te acini G ccc gn: san earn en taeeeceset tre aemadevaevactiae eceiae, dene eeeer eset’ 48

Gh apbe te Surman a EY A ose toa seven: se aciies ue ensue ces coc vatey Leeczuvicoenstrs vsoues ites Ceeadcaas st rtoneuaxaass catnandcarsSueesappestaceee 49

ISN ICS) 10 NSM eens erey ore ore Cr N RCE? OREO Pe PE aT OEE err ifrr TAL Pare Dacre eee ten pre rr oe 49

SUS GEStEd REAGAN GS Coe scectsct ccc vvacsticscenseuceact docs esas save’ stants socseverut eessdste—neeetdesscaensnde eee baa eeavereumeereseaess 50

PRETEEN Sates ce ere se i aes ree eee Meccan caver Seta sade fo toca range eno eee Roel ae ane nee aa aoe 50

CHAPTER 3 — Science Activity: Collecting Information while Investigating ……………:cceeeeeeeeee 5s

Eliap tersl Lig WG ItGR Bree cert ee Aree tee eter eta neice Ue eae ener ee a ae 53

Teaehime@ tine Activities Ol SelemC ej ctr: veitacis-cocsshonseh cosas sta eaeeeeseiees eT eee oes ce 54

SENOO! Seiem cen slant tion sees wate setot aeleaceasteewa es weiss cs oan ex ehcnser ns18Ri cere asus eee aenee eee os)

LC S/S ty 1 ea te moon esr NCR re A rots MEO Nu ge DONO nE Eres EE MAREN on 56

Obsetvingiand Asking Questions veecccic8isevs-toy socks cawcsveseiesaccteres covencantcs-a ac ooo eee 59

Scientinc Investigating by. Professionals amd! Children .c-scs-cecseesscscessencsssoessesseeecerts-voresaeceeraeerereee: 61

Cultural. Featureot.ccien ce Classif yim gic.scnecefeccucactesssccterecssseee tere eo deren ee eeiceen Siero 62

Mea suum cuwatt Iii iael MVGSUL Sat iIN Geen. 8 cco. tioc se ectsd vase sk vestean sa sca sevens vases etaaee cree eee 64

Investig atime POUnC ational Selence A. CLIVIL Vins a cecrcueucecvet ace steer eee ey eer 65

Testing: Our Understandings agaimst thes World tec ceccuscccacecccteecereteat sovsaeee ee eames ee 66

Benetits, of Making Mistalies iy seetcavtecs.ccsiassactetosscnvaetaacutesarce nena wore nescence 68

Predictine-and the. Scientific. Wonldvie wee ssaccscatatiss. trek aac s Ro teeca ee ee 68

APredictin g. 1mves ti cation s3.gesssscseccotetunsiosdensestes-at lea ereees ebcevine tet et eas eee ae Ren ee 69

CHa teres Uma Tae LV sees, cas Seeesatiaecoeneshiver ry ies cner voaaeee eaten ox OR ee <tc 70

Kee is Lert deve bei eds evtoc cose cova veslne sons cee ast Reausouctaisedviexi REM ere AL Oe 71

mule gested! Rica dilin 6 roaiss likes asezacenysu oes shven vuteooasacanves tr uetteceatetevis SO 7 References sieteantan tates Ce ER ee ee 71

CHAPTER 4 — Developing Explanations as a Science ACtiVity ……….c.cccessescssessessccesscsssecsescesesseseeee 7S Chapter Mig hilig lates cicss.i/c.snvesagucecavsonssressteceevsex Daas sces avers) Ba eee sear cea ee ee 75 Come pturall Models ses ccsiseusowazssav ses sokequss he tecuasecsvoysrwsi eves ras taee eee Sawer dese eee area Rene 76 Sciences aneA Cadernte Lam Gila Ge areas. vtareys testa tatecwsvoewscw anesesieredewsee se voceeeshe er ae eee 78 Scientific Sense-Making through Experimentation ……ccssssoscovssossesssorsssessrsoesctesseentvsucrtevssorsstutaetiens pe)

Contents vii

RO Dre arene Ue A AA 2a oct scl Oe rete ee einai at Wu taet. 0) il S 96 ASSL AN Ste ee ee Reet es chat gai rend bagel eR arcu cs ee ie bl awe eel ou BT Ge SEC CNOA IN Se Se acne naasa nsthasaaaras ten agaassenscacks waanee aeons de keene eats 98 IGE SUTTER ce eee ER Ieee oe oe oN eT Tre OEP Tn rer are Oo amen ty ae pee 98

[RSIS [CENTERS cE erected ee OOO EE en ee ee ee enone! Menten ee 98

CHAPTER 5 — Using Theory to Explain and Understand Science Learning ……….:s:esseseseeseeeeees 101

Oy ANS alld ac a ccsttaa inant eee sacuar ye vondslorebcastaads cuss setae es 101

IVA EOCENE SOS AME Ri tn GC ae ten Ape ene Rea ERE li, 8 vee ena onan agi eh Moe 102

Pearoinge as tne: Personal Construction of Knowledge &….<cs esctees.ctuettsrer deme tees eee i

Eeamingas the social Construction of Kmnowledaeh..28 tienda ee ee eee iL?

ownnime UneGry foniLirclone learners iste 4. acu ahah ee ce ae oe eee 120

HASHMI ANA ae csc saicnsiascadacae a eel 1 dacdgabnenu biasese fer eeu nt okt als We WAI

TS aR Sak ce has ra ccc ne ac chsast bn costs sakes asiatbussnscate cadlcaas/cpashoaslyonnncotiens ala sansdadhnacesaeeasbnia mee RnR! 122

SEC TSE Lek HINGE LES 1 Ween ode tac tin rere ce ater Rend eee eee Pe Red et MEPS erate teh Men toe 123

LIFE CTA Recor MAO crepe eee POR NRE ERC er eee eee ER ee RO On OS EREE Ac 123

CHAPTER 6 — Multiple Strategies to Assess SCience L@arning ………..scscesecscscseeeeseeseeseeseeeseees 127

Rina pter: xis inbvoinbs sia. ses 5 se sce ee eased toa nc caotsn acess cdcd stenanstdgpoostoes ek om tae 127

PESessinentim Broad Strokes 5. …uscia.cncsnsnsasrodesneececeptansuansotsszapeannsedbstinipssssnicanisdenesues hee eemeenem eaten eies 128

PERS OSSI WILLY PUT POSG cist ots te SSA clase ts cela oC Ms od Sais hare septs seael aeteae oeees 128

MCSA SSeS UN TE Se ssa whadu steno radon Sols ach snd sands canine OTN en Mace een 130

pea MAG ROSS iin Rib Bs acces bee dice dass canvescaselian sncusssvoctih cusp onatnndpsassons Gonaeel pate Menasha acceamee nto 130

Raptr tina ASSES sine rays acne acas cas spn snnnntaea shecagshaasnakansoeae sean tee auem eee ine nate Ment Sete 137

Puibonsiat CASS essiticit s With LOG Uric INA phox nanspe eee een caer eee ne here ence ee 139

fetermmiew as au Assessment Method isis. 28.c25 cite tecice. ss -c. cieeant aati cases ae tae retenma res eaenee emer crease 140

CELENE, TESTE CLE Fi SpE Ore i Or Be OPE er iny Rem RENE, otras Ae ces ncn Ca ace eeh er 146

A TNS apace aceon ap ncne acre ceau Annacioncspnasuanpeea estes esac deen aeeineat esau nat eancascenestarsrattaciscadterrtaaestenanars 146

Bee ces cal ta See cai cee ascnreedecn-pace-asecasndonsalaancavnen<tmottersadenee dr ectncatnn tebe soransassuceahspatteesatscnssteeas cry 147

Ben and Out-Of- School Resources 2. asiccesnctcnececsncneacsseseyar ssadsesarcnssarassaneapocsnan Ungumeeaetamiee cant teats teeneeerets 147

125 (Shir Tee ages Me poe MER ee Nee en a RSA nSR POTORN PE TOr eN TeEPeE EET RTS ener tectonic he cock aacot 148

CHAPTER 7 — Questioning Strategies within Science TeaChing ……….:scessseseeeseseeeenees 151

Chapter Highlights 22 csssccsnecsasnnsnssvsenescersassorssetnsenssnsensoneennsaaetinsnepnessnsssasseccesssssssonacbsstuatuacnssvanssssnseesceee 151

Becta voi 16100 ited et TINA cea aaa eseczet an atnececsesassecnaneasssnsnseieadtazeeceaenedettns cages ssasreccstasbsquccncacbenpaesszners 152

Te pauls SUNT Wa] 0 pepe by pry re eo PTC EEE DCE LL CET OLED EOD ETE TEL CEO CCDS ER oC ARO CPE 156

Pulling Together the Pieces in a Diverse ClassroOm……ssessessecsseseesesssssseesseesesesesesecnssessecsseasecnnes 166

Chapter SUMMALY……..ccscsesssssssssssesessecnesssenecssenecseneenccscssesnssssssscsnscncsssssesasesecesecnecaecosccnccaenscnscaseaneesees 170

Key Terims…….scscsessssssssssssssssnsssseseensenssnccnsensenessseaseancsnsssssncssssnsssssscsnssncanccasencsscasccnccacanscanccnecanenseeneenseneas 170

Suggested ReadingS……..cecsesssescseessessseecseeseesneesnessnecssecssecanecssecssecssecsssssasecssccssccesscessecanecenecennecanecenscsnaes 171

[Dares ese WV et oa ae ee ee eR ee PU RS Be BYORI re A Pech ori cher cern errr teh 171

viii Contents

CHAPTER 8 — Varied Approaches to Science INStrUCTION …………csssseseeeeeeseeeeeeeteetetserseneseescantensess 13

Chapter sbdig HM obits os..ccsusescocsvrecssvevssevssvonesstvsasvoctreirdssvenenrssrtrensesetrepnecy ts ctenec send tsonunneeavssaesereadeeannrer? Ws

Beneiits fromm Sciemee: Loe ar wing ge ca cscscdenc se, acecuse cas scdeassosnaswosesovevencescsvanevsancwravenstoeareactmvesoteatsnereenene?™ aur 174

Teaching Science with the Discovery Approach ……..sssssssssssessesecsesssssenssneensesensenssvescssevensessneeneneess 175

The Inquiry Approachito Science Teaching ssc.sescscz-rosvsrcescoveusssveseatvevsessdeesznencnucteesterdaternecsaresectotes ter 172

Teaching Approaches as Attempts to Solve a Problem ………….sssssssesssesseresssrsrecncessssevessscssrsnscaseess 181

Conceptual Ghange Approach to Science Teachitig:…resccsccsecseesnseoxrusousascasterrarunrsvegasscnqnsrarrereerer-? 183

Varying Science Approaches in Diverse Classroom…………c.-ssssssssssssssssssseensnssesoceesernsencnsesnncesecoes® 187

Sclencelas amiAcademic amo agercy.cciscsc.catcerccsssvsrssvesssosestesscnsevscd see rser teentscorsree earnteee tee epnsreranaetPer=ces* 190

Special Needs Populations. and Science Teaching ApproacheS…………..cecsrssnerssscnsssenessreansnssoencoes 19]

Building -anilnstructional Sect enc Cre: s<sccsovertaasesssesveatsrsersovsy vcurwtescsatasdeascdteceestnessterncaaysene™vetaaenreoh-> 192

The Learning Cycle: Combining Inductive with Deductive Teaching ………..s:ccsssssssseesereereeneees 197

learning (Gyele leaching as Appropriate for All Studemtsinrs.a-c.csee certs srncnesteeterereceeereteceneeerreee? 201

Glia tee gS urn na Ye oS Sew sc Sac a sass cope nhs one cdled svg cad sav ecar send eedevastavevee need ered aoel eee 202

IRe yATOI IMS 33 eee istcc co sevin anaeury Haste zs oaton tasudvavaccsavs le isuccesecavel ltcanaveneva deeded ods vied tence antag aa Tansueiandauetae detanaee? tes 203

SUBSESEEC Rai 8 cess secs cacs osasussncoves <tc onde noee cgerveetanorerisd anicaonsocaxesimyssWvaasev scar etm caeeeneta aeneeeede enieme ea 204

Neer eA CES sees celeste 0 igen us suche cco obs cu ssb crn eed coax eons ea leva rans oa eamneed rman esd eget meee te 204

CHAPTER 9 — Engineering Design into Science ClaSSrOOMS ………..:.:sseseeeseeneeseeeseetseeeseeeeeeeeeeees 207

Pamela S. Lottero-Perdue

Ghapter igh lig his 2 soassetscs vention -guisavacitecess saauaces cm sceaspocuee sieony duce so accede ee ome ee ee ee 207

Unpacking Jdeasabout Technology and Engineering -c-.csciccec sh: cecetersscssse-actes steed pects tees 208

igimeeriine sWIstinck PiaCtices eee re sce a eacesa ters ereca seers sacs cons ea sees alana eee eee 212

Pave tay eer iia OF LADIES Ob MEIC ee os sore ect cee ca ec gett So een eo 219

Eistory,andiCultume, of Bi gine exis g s50.s.cc0- c-c ccsscdea at asuncude nave cacvcosvaseaa inch ooe-eacnetee eee 222

DiferentiatineScience (rom meimeering 2-..,cces ete ets en eee eee ere 228

Supporting the Inclusion of Engineering in. Science Education…..,…..2.tccc-cssessasnse-sn-nsasetecsescnseses 233

INGCESS HOcAMa EQUI vaWit EI tide MSIE CLIN Occ cauco, soseterae,c eoencet cers canee ace ae ee 235

Implementing Engimecring im Science dilcat to, cs. cascace-ssce eet acexeeeerseeene ee .cus ease ee 239

Curricular Resources, Approaches, and Tools for Engineering in Science Education…………… 246

NSSESSINIG: EM) OUMEE EUG toacereseuscsvaonssdcatsat eas poesstaruss deaubassaswsusbtcsussciteeetan Wace eoeeee ee ee 256

Gh mter, Suing ys a oak Boas ter shat ae ee spans veces aah ee ace a a 260

BSteyse Fern si scree Siocon, ct avast sus sass atucedy cdssa la sia soasesteaurseneeancesuccente ws raster uate neiaan cca eae wee ee 261

Ste Geste ie a tyes soy coe cece cs tasers cast tasers coca dass sees avers ares eae Cece ee 262

TN ES is asehecsoneckvdacastan na sav yo acacoseh ay cats MOR TME UL tare OT OREN cee eee Oey Ea une enc Pee 263

References: srs uti cttas tis dase sho naogasaee teaesss hers cecaess ota Muna gchcte Rae Cae 263

CHAPTER 10 — Managing Classrooms for Science Learning………….s.sssesssessseseeseseessesesecseaceeeees 269 Ce aepterai fab i SEN cosets eterna ORI ace eae 269 Mectame Individual NGGd siz. cc.css cess coe ns sees catyveicacs cota eae shcaan ee ace ee ee ee 270 mle Envaronmentot Physical Gatety zc.c.ases vars acaceccerss ses tesicsns taste aI Ueacherdvnowledge ls the Key tcusitaecisserteciitixos active ncroteten Route Eee 276 SLATE Witla Sale ys; ax.ctauwen cham ceeees seen seertaeh a aries ta fe. a ocean co ae ew 2770, Classroom Clint ates a tc. ceests esl antes eniseter ae Cheeta tsi Ak ekeres See fate. ee ee eee 278

Contents ix

SA STOT ESN HEPSUIE ST NANG Risea i ares Oy PAPE RCIA POP eR ne 282 English Language Learners and Managing a Productive ClassroOm…..scsssssssssessssseessseesseesessveee 285 | STCU ES eS TEST UALS VALENS (RS errr Ane SU SRC rn OO Oe RO 287

[eee Yer kT ADSTICAISGD UB ee Uy ec Ne ea Oo UU 287

Pe Ne UR rea tn, sk Ra cent ae tata Viens Gans t etc ouoash hs acaetn ded snes MSAALUAT ES Srna ede less 288

BRT OS AIS CAMEL EH a ea sengc asc eee capt vp vata ane Als teawiak tongue net laren earn Gonts 288

HSCS) CIBIES SNC BCS I ker crs ROR ru ELE fee cer tg eS? ere ETN 288

CHAPTER 11 — Teachers Negotiating Different COMMUNItICS……………cccececesecesseeseseeeserereeeseseeeee 291

Me eect ROPE NE aaa Fa Ga kOs irra anctioy ices reat aneia tae cays AOE le Mandel aos ayaa 291

I MCOL Re LTE WAN NOES edu OTe KS cy ay ee cae peered yr ot Ne LA Be a tre wore hice ees 292

Gwe uonar yore abom Reaction to Ditmeulties i028 ere atecvsea te idee edie neem oe 294

PSE STE SECS Beal 7 WIR eee ore 0 cee nee UEC aeRO eer Ee REA OURS TOI Err oe 295

i keoureeeee lin SE ECPRENE NPS CTEM B9C UC A CLON och. dus anche c se taaus Seotes ose eae sane ot sean case oeemcnesieeigeeneereen 296

PAaIMOM Darhicts to ad Gitable SCieMCe: InStEUCCION «. x..c.05 ten coan deck tasesacsoenecssenaateneeoersatetvaasesservons 297

sie Problem with Braphiasizitg Tech mig res ci. scs.. fos ca seas poss snctescccea dnc twersnanceseiaeneceeitastsenseneteowones 297

Haury Gannotlonore an Deny Differences: can, scc.scacscoptesnss.secsepsesensonsassnssinnateckssenssis¥sqptansonasuabecseoses 299

Teachers Nesotiatine Various Comiimimithes sci. coc secon secacetns cases bates coosenasaatce sont scatatnsasssenesorsagortens 301

Preprabiatine the Cerise y Or SCHETICE e255 cis cc encsezsotsgc net sucsntesncrestoeaet nssbebeck cactesseavavecnaeetoneeee 303

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Foreword Gloria Ladson-Billings'

University of Wisconsin-Madison

| Used to Love Science … and Then | Went to School:

The Challenge of School Science in Urban Schools

As a child growing up in West Philadelphia in the 1950s and 1960s, I have fond memories of

my family, my community, and school. I was considered a “good” student. I read well, I did my

homework, and I was well behaved. However, in my early years, I don’t remember my elemen-

tary school as a place where I experienced much science teaching. Elementary school was a place

that focused on the three Rs, and parents and community members seemed to support that

focus. No, my science education took place at home. One of my early science memories comes

right after my older brother received a chemistry set for Christmas. As we set about trying to

perform the experiments in the accompanying handbook, we learned quickly that scientists

(or at least chemists) sometimes had to improvise. We also learned that there were unintended

consequences of scientific experimentation.

For example, when we decided to make soap as directed in the chemistry set experiment

book, we thought it would be OK to use the previously used cooking grease that my mother kept

in acan on the stove top. We didn’t know that such impure fat would create a slimy, food-flecked

glob that no one in my family would or could use. Another example was when we decided to

make the rock candy-slash-sugar crystals. Of course, as applied scientists we were less interested

in crystal formation than producing candy. We set out on that experiment during a time when

both my parents were gone and my grandfather was left in charge. Again, it did not occur to us

that using available resources—in this case, all of the sugar my mother had in the canister—

would cause a problem. Our rock candy seemed to form just fine; it was our explanation to my

mother upon her return that did not seem to go over well.

xi

xii Foreword

Sometime around fifth grade, science became really important in our school. This was the

same time that the Russians launched a successful satellite. Suddenly, we began receiving sci-

ence books, and the Weekly Reader began to have a very deliberate science message. However,

the school’s version of science wasn’t like the kind of science my brother and I were doing from

his chemistry set. There was no mystery, no uncertainty, no unintended consequences and, most

importantly, no fun. Science—when we had it—was boring. It consisted of reading chapters,

memorizing facts, and answering the questions at the end of each chapter. I found it b