ABSTRACT
Global migration has led to increasing diversity in cultures around the world and fuels science teachers’ struggles to effectively educate students from backgrounds other than their own. Developing culturally responsive practitioners thus has a pivotal role in impacting the science trajectory of nondominant learners across the globe. While scholars have identified key professional learning experiences for science teachers regarding content knowledge, inquiry instruction, and other reform-based practices, there has not been a review of programs focused on culturally responsive teaching. This limits the field’s understanding of how such science teaching might be supported. Nineteen studies detailing professional development programs for culturally responsive science teaching are reviewed in this chapter, revealing insights into research-based practices used globally. Five common experiences are illuminated: cultural exposure to improve awareness of nondominant ways of perceiving and interacting with natural phenomena; partnerships with scientists and community experts to explore content through western and indigenous lenses; student information-gathering to initiate evidence-based approaches to identifying students’ cultural resources; lesson or unit design that guides teachers in translating their newfound understanding to practice; and critical reflection of beliefs and practices. Implications are provided for expanding the research base supporting the professional growth of culturally responsive science teachers.
