Leveraging Teachers’ Cultural and Place-Based Knowledge to Enhance STEM Learning
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ID: 56230
Abstract: Preparing underrepresented students with the STEM and Information and Communications Technology (ICT) skills needed to fill 21st century jobs is both a national priority and a social justice endeavor. While large-scale projects are often developed to address this endeavor, the importance of involving practicing teachers cannot be overlooked to incorporate culturally specific pedagogy and place-based curricula. This paper presents two case studies of how teachers’ cultural and place-based knowledge were leveraged to create STEM learning activities finely tuned to their students’ needs and backgrounds.
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