Reflection # 4

Understanding of Science Education Theory& literature

 

 

Socio-cultural theory: This e-portfolio entry is a refection on the understanding of Science Education theory, and literature. Current conceptualizations of socio-cultural theory draw heavily on the work of Vygotsky (1986), and Tharp and Gallimore (1988). The socio-cultural theory has a great implication on teaching, and education. Vygotsky argues that a child's development cannot be understood by a study of the individual. We must also examine the external social world in which that individual life has developed through participation in activities that require cognitive and communicative functions.  We can see these ideas clearly being incorporated in my classroom practice where John, a student in my conceptual chemistry class, used rap to build his own social capital in the science classroom; rap here is John’s tool to communicate with both students and teachers in this class.
Vygotsky (1978) states: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals" (p57).
Linking Vygotsky’s idea to teaching in general and to science classes in particular, we can see the profound relationship between students’ socio-culture and their achievements’ level in the classroom. Nowadays where rap music rules among youth especially African-American students, we clearly see this kind of culture penetrate even classrooms, students bring their own culture to classroom, trying to build a social capital among their peers, and with their teachers.  Many times students have to face this conflict between their culture and this of their teachers, however a successful classroom comes to existence when students and teachers can built their social capital and create solidarity in classroom, as Tobin states: “Solidarity occurs within a community when positive emotional energy, mutual focus, synchrony, and chains of successful interactions occur. (Tobin ALIGNING THE CULTURES OF TEACHING AND LEARNING SCIENCE IN URBAN HIGH SCHOOLS.) Tobin (P8 )

Socio-cultural Theory and My Classroom:I am really fortunate to come from Egyptian roots. Many doors have been opened to me because of my ethnic background. To my White students I am one of them where they see me as a Mediterranean male, where cultures exchange between emergent peoples of the region, and where many of their grandparents came from as first immigrants. On the other hand to my my black students I am “a brother.” My black students classify me as an African man, because of my tanned skin, and my African roots, to them I am a Black man from their mother land, they always relate to me as one of them and take pride in me. And last but not least, to the Asian students I am an immigrant with a unique accent like them who made his way and accomplished a dream to become a teacher in the promised land. I have all these characteristics in me as someone from a special region that has made it easier for me not only to relate to all of my students from different ethnics groups, but also helped to shape my identity as a science teacher. From teaching throughout the years, I have gained insight about my students and their cultures. I always try to adjust my teaching style to build a social capital in my classroom.

 

Regarding the application of the socio-cultural theory I see myself fortunate again; moreover, the richness of my culture doesn't only provide me with a mono-lens to see through, but a bifocal one. Let me explain this in depth; when a Black male teacher does a case study he sees through his socio-cultural lens; he sees every action through his identity as a Black male. On the other hand, when a White male teacher does a study or explains a certain behavior, he sees through his own lens as a white male, but this is not my case here. I’m really different. When it come to my bifocal lenses, I can easily use either lens; as an African male from the Middle East area I can understand the nature of a certain behavior of my black students, at the same time as a Mediterranean white male I live and understand the culture of my white students. I’m not saying I fully understand all different ethnics and cultures, but what I’m saying is my identity as a science teacher from a very special region on the world map gives me more insight to see my classes in a unique way. However, I still have to be really careful when it comes to interpreting actions through the socio-culture theory because I have to focus more on one lens; the one that would match my students, not me, to gain full understanding of their behaviors. Beyond this point of applying the socio-cultural lens for certain behaviors, it becomes much easier to build social capital in my classrooms; where my culture and those of my students merge in a harmonic way through everyday activities, and applications to build social solidarity in my science classes.

"Sign Me to A Chemical Label" This video analysis reflects the understanding of Science Education theory and literature; where socio-cultural theory is being used as the main tool to identify, and analyze an educational field, with an emphasis on the importance of understanding the socio-culture key as a leading path of success in teaching science where activities in the science classroom are being designed in a different way to meet the needs of each individual student as well as to differentiate instruction in teaching science.

    

 

 

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