Teaching Science in Cultural Diversity-rich Classrooms: Teachers’ Encountering Religious Oppositions
Bibliographic record
Abstract
This paper reports K-12 teachers’ perspectives about their experiences of facing religious resistance while teaching science teaching in their elementary and secondary classrooms in a large urban city in Western Canada. The study stems from a larger doctoral research which drew upon the principles of a qualitative case study approach and employed phenomenographic methods to investigate teachers’ perspectives. Data corpus was analyzed and interpreted by using a comprehensive (trans-multi)culturally responsive education framework which amalgamates transformational and critical multicultural education perspectives and notions of culturally responsive teaching. Key findings include: 1) Teachers’ experiences of encountering religious restrictions in their science classrooms 2) Teachers’ acknowledgement of teaching science as an uncontroversial knowledge. These findings illustrate the complexities involved in teaching science to culturally diverse students and highlight the need for promoting (trans-multi)culturally responsive understandings among teachers and creating spaces for increased teacher-parental collaboration to facilitate learning of science in diversity-rich classrooms of Canada.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.022 | 0.019 |
| Scholarly communication | 0.009 | 0.003 |
| Open science | 0.002 | 0.011 |
| Research integrity | 0.002 | 0.006 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".