Multicultural Science Curriculum

Throughout the history of schooling in the curriculum has been revised at fairly regular intervals. Students bring the legacy of their cultural backgrounds to their studies. They have all experienced science learning outside the classroom and can form and express their own views. This means that they have their own attitudes towards science education and attention must be paid to them. Consequently, schools are periodically faced with having to accommodate to new curriculum. In between major changes other specifically-focused changes may arise; for example, the increased recent emphasis upon numeracy and literacy. A new national curriculum represents a large undertaking for those responsible for schools and classroom teaching. Curriculum development

Yet the current reality is that most science instruction is inadequate for culturally diverse students, specifically students who historically have not participated or persisted in science. Several studies have addressed this limited presentation of science in the classroom, the low achievement of culturally diverse students in science (Jones et al, 1992), and the lack of participation in science courses. Multicultural science education is in response to the inequities that exist in the science classroom, and it strives to create a more wholistic view of science that is concerned with making science more accessible to all students (Luft, 1998). Multicultural science education is a defined concept and a legitimate field of inquiry (Atwater & Riley, 1993). Often, it is defined as a area of inquiry aimed at providing equitable opportunities for all students to learn quality science (Atwater, 1993). While most multicultural science educators agree with this general definition, they vary substantially in describing how this practice should be enacted in the

Hodson (1993) advocated that students should have opportunities to gain a better understanding of their world (their immediate understanding of science), our world (the world of Western science), and the world (alternative conceptions of science). Matthews (1994) posited that childrens’ ideas about science should be appreciated by their teachers, but children should know Western science as there are not multiple or equally valid sciences. Brickhouse (1994) and Stanley and Brickhouse (1994) have called for science instruction that is embedded within a historical and social context. Kawagley et al. (1995) suggested that science instruction should be more holistic, emphasizing the interconnectedness and interdependence of all dimensions of nature and human activity. While these authors described varied conceptual frameworks that can be utilized when working with culturally diverse students, they also challenge the traditional view of science. Given the increasing numbers of culturally diverse learners and the concern for their science instruction, the conversations will certainly continue during the upcoming years. The discussion pertaining to varied instructional formats for multicultural science edu- cation clearly suggests the need to