http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
Creating a Culturally Responsive K-3 Science Curriculum: Teachers as Cultural Brokers
Nanette S. Schonleber,Ivy K. Kelling 한국유아교육학회 2018 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.24 No.1
The purpose of this qualitative case study was to investigate and analyze the processes and initial outcomes of a K-3 Hawaiian culture-based science program created collaboratively by five Hawaiian language immersion early childhood teachers, their administrator, and a university professor. Data collection included semi-structured interviews and focus group discussions with the five K-3 educators and their administrator, analysis of teacher and student work samples and reflections, and individual classroom observations. Data analysis revealed an increase in science content confidence and self- efficacy in both teaching and learning the sciences. Three emergent themes led to a grounded theory implicating both the importance of ongoing professional development and the use of place-based practices in indigenous education. Suggestions are offered for educators wishing to adapt or create culture-based science programs to increase equity and access to the sciences for diverse young children.