Culturally Relevant Pedagogy in the Biology Class: A Lesson on Race and Ethnicity”
Conference Tracks
Teaching Practices (Poster Only) – Analysis, synthesis, reflection, and discussion
Abstract
In this study we examine the framework of a Culturally Responsive Pedagogical lesson to teach controversial Socio-Scientific Issues (SSI) in the biology classroom. The lesson design aligns to high school biology unit on heredity-- understating of variations in human traits. Our research teaches students to communicate like scientists through classroom discussions on controversial social issues. The overarching question within the lesson allowed students to investigated, “Is the concept of race and ethnicity a genetic or social construct?”. Our research will provide educators with understanding of how to better facilitate classroom discourse guiding students to support claims with evidence and facts.
Session Format
Poster
Location
Posters
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Emenaha, Uchenna; Ademosun, Kerry; Hussain, Momin; and Evans, Dr. Paige, "Culturally Relevant Pedagogy in the Biology Class: A Lesson on Race and Ethnicity”" (2019). SoTL Commons Conference. 64.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2019/64
Culturally Relevant Pedagogy in the Biology Class: A Lesson on Race and Ethnicity”
Posters
In this study we examine the framework of a Culturally Responsive Pedagogical lesson to teach controversial Socio-Scientific Issues (SSI) in the biology classroom. The lesson design aligns to high school biology unit on heredity-- understating of variations in human traits. Our research teaches students to communicate like scientists through classroom discussions on controversial social issues. The overarching question within the lesson allowed students to investigated, “Is the concept of race and ethnicity a genetic or social construct?”. Our research will provide educators with understanding of how to better facilitate classroom discourse guiding students to support claims with evidence and facts.
