期刊名称：International Journal of Multicultural Education
电子版ISSN：1934-5267
出版年度：2021
卷号：23
期号：2
页码：145-172
DOI：10.18251/ijme.v23i2.2595
语种：English
出版社：Eastern University
摘要：This study describes how culturally relevant pedagogy in a project-based science class improved student engagement and comprehension. We focus on bicultural students exploring cultural objects and household inventions with family members, connecting scientific concepts to their families’ funds of knowledge. We use a multiple-case study design to explore six middle school bicultural students’ experiences with culturally relevant activities. Findings describe bidirectional knowledge transfer between the home and the classroom in a way that engaged students, affirmed their home cultures, and facilitated subject matter learning.
