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Cultural Studies of Science Education

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02-09-2015 | Forum

Response to Marie Paz Morales’ “Influence of culture and language sensitive physics on science attitude achievement”

Author: Mikel Walker Cole

Published in: Cultural Studies of Science Education | Issue 4/2015

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Abstract

This response to Marie Paz Morales’ “Influence of culture and language sensitive physics on science attitude achievement” explores the ideas of culturally responsive pedagogy and critical literacy to examine some implications for culturally responsive science instruction implicit in the original manuscript.

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Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York, NY: Teachers College Press.

Halliday, M. A. K., & Martin, J. R. (2003). Writing science: Literacy and discursive power. Taylor & Francis. doi:10.4324/9780203209936.

Lankshear, C., & McLaren, P. (Eds.). (1993). Critical literacy: Politics, praxis, and the postmodern. SUNY Press. doi:10.2307/358883.

Luke, A. (2003). Literacy and the other: A sociological approach to literacy research and policy in multilingual societies. Reading Research Quarterly, 38(1), 132–141.

Teaching Tolerance. (2010). An introduction to culturally relevant pedagogy. Retrieved from http://www.tolerance.org/blog/introduction-culturally-relevant-pedagogy.

Title: Response to Marie Paz Morales’ “Influence of culture and language sensitive physics on science attitude achievement”
Author: Mikel Walker Cole
Publication date: 02-09-2015
Publisher: Springer Netherlands
Published in: Cultural Studies of Science Education / Issue 4/2015
Print ISSN: 1871-1502
Electronic ISSN: 1871-1510
DOI: https://doi.org/10.1007/s11422-015-9672-x

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