Bringing cultural inclusion to the classroom through intercultural teaching practices for science education (ITPSE) and guiding tools
Bibliographic Data
| ID | 21392796 |
|---|---|
| Authors | Julio César Tovar‐gálvez (0000-0001-7008-5140, Institut für Schulpädagogik und Grundschuldidaktik Martin‐Luther‐Universität Halle Wittenberg Halle Germany, corresponding author) |
| Year | 2023 |
| Volume | 107 |
| Issue | 5 |
| Pages | 1101-1125 |
| Publication date | 2023-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21798 |
| OpenAlex | W4380682878 |
| Language | EN |
| Citations received | 3 |
| References cited | 56 |
Intercultural teaching practices for science education (ITPSE) are suitable to support science teachers in bringing cultural inclusion into their classrooms. The epistemological bridge is the base of the ITPSE design since this approach describes culturally inclusive teaching of science. There is an ITPSE of planning and one of enactment. With those ITPSE, teachers engage students in explaining a phenomenon from science's epistemology and nonhegemonic cultures' epistemologies. Design‐based research is the methodology to produce the ITPSE through three design–test–design cycles. This paper reports on the third cycle to identify evidence to redesign the ITPSE. As a result, the teacher enacted through the ITPSE a version of the epistemological bridge very close to the framework. In addition, her reflection and feedback pointed to the guiding tools refinement
Bridge (graph theory) · Inclusion (mineral) · Mathematics education · Pedagogy · Reflection (computer programming) · Science education · Social science · Sociology · Teaching method · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy
Educational Design Research
Science Education
What about a dimension of engagement, equity, and diversity practices? A critique of the next generation science standards
Design Research
Conceptual and Epistemic Aspects of Students' Scientific Explanations
The epistemological bridge as a framework to guide teachers to design culturally inclusive practices
Borderlands/La Frontera
Synergy Between Traditional Ecological Knowledge and Conservation Science Supports Forest Preservation in Ecuador
Philosophy of Ethnobiology
Cultural Pluralism and Epistemic Injustice
Educating Teachers for Diversity
South African science teachers' strategies for integrating indigenous and Western knowledges in their classes
Proposing a core set of instructional practices and tools for teachers of science
Cultural processes in science education
Understanding "Core Practices" and "Practice-Based" Teacher Education
Indigenous Knowledge and Values in Planning for Sustainable Forestry
Three Approaches to Qualitative Content Analysis
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |