Culturally inclusive science teaching (CIST) model for teachers of culturally and linguistically diverse students

Abstract

Purpose

This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and linguistically diverse (CLD) students.

Design/methodology/approach

The CIST model for culturally inclusive science lessons included six sessions: inquiring, questioning, interacting (online with international students who were at the beginning level of English proficiency), interacting (face-to-face with international internship students who were at the middle level of English proficiency), interacting (face-to-face with international students on campus who were at the advanced level of English proficiency) and developing lessons.

Findings

The pre- and post-self-efficacy tests, the culturally inclusive lessons and the final essay reflection resulted in an increase in teacher candidates’ confidence in teaching science to culturally diverse students and improvement in their skills to create culturally inclusive lessons.

Originality/value

Through the model, the teacher candidates interracted with international students with various levels of English proficiency and developed lessons for culturally diverse students. The CIST model is a prospective teaching strategy for teachers to support CLD students’ achievement in science by providing meaningful science in the context of their personal lived experiences.

Citation

Yoon, J., Kim, K.J. and Martin, L.A. (2016), "Culturally inclusive science teaching (CIST) model for teachers of culturally and linguistically diverse students", Journal for Multicultural Education, Vol. 10 No. 3, pp. 322-338. https://doi.org/10.1108/JME-01-2016-0012