When students come to science class, they bring a variety of perspectives formed in part from their cultural heritage, religious beliefs, and family background. This may create challenges for students whose experiences are different from typical “ways of knowing” promoted in school science. When student and teacher expectations differ, students may have a more difficult time learning science. The hands-on, minds-on nature of inquiry may help all students develop authentic science interactions and learn science in a context that is meaningful and relevant to their lives.
Type Journal ArticlePub Date 7/1/2007Stock # sc07_044_09_60Volume 044Issue 09