An Exploration into the Relationship Between Culturally Responsive Instructional Strategies and Next Generation Science Standards

Abstract

The US Bureau of Labor Statistics projects that jobs within the life and physical sciences will grow by 8% between 2020 and 2030; therefore, it is imperative that students receive an engaging, rigorous, and comprehensive science education. Many urban and minority students have been denied this opportunity as evidenced by their poor performance on state and national science assessments, high dropout rates, and disproportionate high school retention rates. Although resource inequities and limited academic opportunities contribute to these challenges, a lack of cultural responsiveness exhibited by teachers is a major factor in the poor performance of urban and minority students. A culturally responsive classroom includes teaching strategies centered around active teaching methods, high expectations, and a student-centered environment where cultural strengths and identities are celebrated. Research in science education has led to the development of the Next Generation Science Standards (NGSS), a framework which also relies on educators creating a student centered, highly engaging environment with an emphasis on activating prior knowledge. Because culture and learning are often inseparable, this study's purpose was to determine whether the implementation of the NGSS Science and Engineering Practices (SEPs) within the classroom would also provide evidence of culturally responsive instructional strategies (CRI). Data from this descriptive, qualitative study was collected from classroom observations, lesson review, and teacher interviews. The findings of this study indicated that to observe elements of CRI in a classroom, the SEPs must be implemented effectively and with fidelity. Schools must therefore provide professional development that focuses on best practices for teaching the NGSS science standards and CRI strategies, otherwise the elements of CRI will not be evident. Intersection of the NGSS and CRI may prove a valuable strategy for science teachers to maximize student engagement and performance when working with students from major racial and ethnic groups.