“That Makes Sense Now!": Bicultural Middle School Students’ Learning in a Culturally Relevant Science Classroom

So Lim Kim, Deoksoon Kim
August, 2021
International Journal of Multicultural Education

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.