Abstract
Roussel De Carvalho uses the notion of superdiversity to draw attention to some of the pedagogical implications of teaching science in multicultural schools in cosmopolitan cities such as London. De Carvalho makes the case that if superdiverse classrooms exist then Science Initial Teacher Education has a role to play in helping future science teachers to become more knowledgeable and reflective about how to teach school students with a range of worldviews and religious beliefs. The aim of this paper is to take that proposition a step further by considering what the aims and content of a session in teacher education might be. The focus is on helping future teachers develop strategies to teach school students to think critically about the nature of science and what it means to have a scientific worldview. The paper draws on data gathered during an interview study with 28 students at five secondary schools in England. The data was analysed to discover students’ perceptions of science and their perceptions of the way that science responds to big questions about being human. The findings are used to inform a set of three strategies that teachers could use to help young people progress in their understanding of the nature of science. These strategies together with the conceptual framework that underpins them are used to develop a perspective on what kinds of pedagogical content knowledge teacher education might usefully provide.
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In this manuscript, “[…]” is used for words omitted and “…” for a substantial pause.
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Lead Editor: M. Reiss.
This discussion paper addresses issues raised in Roussel De Carvalho’s paper entitled: Science initial teacher education and superdiversity: educating science teachers for a multireligious and globalised science classroom. doi:10.1007/s11422-015-9671-y.
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Billingsley, B. Ways to prepare future teachers to teach science in multicultural classrooms. Cult Stud of Sci Educ 11, 283–291 (2016). https://doi.org/10.1007/s11422-015-9701-9
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DOI: https://doi.org/10.1007/s11422-015-9701-9