TY - JOUR
T1 - Science for all
T2 - A Promise or a Pipe Dream for Bilingual Students?
AU - Lee, Okhee
N1 - Funding Information:
Two elementary schools with different opportunities for science learning are described in this section. The descriptions serve as a means for discussing the role of family and community, the perceptions and needs of teachers, and the impact of the school environment in making science learning a reality for all students. The information presented here was gathered as part of a research project funded by the National Science Foundation to describe the language performance, science knowledge, and cognitive strategy use of four ethnolinguistic groups (Fradd & Lee, 1994). The two schools, one suburban and one urban, both had high percentages of NELB students. The challenges facing these schools and the responses they made may reflect the dilemmas facing many urban school districts now and in the 21st century.
Copyright:
Copyright 2016 Elsevier B.V., All rights reserved.
PY - 1995/4
Y1 - 1995/4
N2 - Scientific and technological literacy are important learning outcomes the nation has committed to develop in order to maintain a globally competitive economy. Students who bring to school diverse languages and cultures provide a rich resource of experiences on which to develop a scientifically literate work force. Unfortunately, in spite of the national commitment to “science for all,” the process of promoting scientific literacy has not yet been fully operationalized across school settings. This article compares and contrasts opportunities for science learning at two schools with diverse student populations, one suburban and one urban. Three sources of information are considered: (a) students’ prior knowledge and backgrounds, (b) perceptions of teachers and administrators, and (c) the schools’ instructional environment. Vast differences are found in the science learning opportunities at these two sites. As the nation strives to promote equitable learning opportunities, these data sources provide beginning points for harnessing the energies for making science for all a reality.
AB - Scientific and technological literacy are important learning outcomes the nation has committed to develop in order to maintain a globally competitive economy. Students who bring to school diverse languages and cultures provide a rich resource of experiences on which to develop a scientifically literate work force. Unfortunately, in spite of the national commitment to “science for all,” the process of promoting scientific literacy has not yet been fully operationalized across school settings. This article compares and contrasts opportunities for science learning at two schools with diverse student populations, one suburban and one urban. Three sources of information are considered: (a) students’ prior knowledge and backgrounds, (b) perceptions of teachers and administrators, and (c) the schools’ instructional environment. Vast differences are found in the science learning opportunities at these two sites. As the nation strives to promote equitable learning opportunities, these data sources provide beginning points for harnessing the energies for making science for all a reality.
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U2 - 10.1080/15235882.1995.10668605
DO - 10.1080/15235882.1995.10668605
M3 - Article
AN - SCOPUS:84952261483
SN - 1523-5882
VL - 19
SP - 261
EP - 278
JO - Bilingual Research Journal
JF - Bilingual Research Journal
IS - 2
ER -