A Rising Tide Lifts All Boats? The Model of Differentiation As a Tool for Diversity in Science toward Social Inclusion
Journal
Journal of Chemical Education
Date Issued
2024-02-13
Author(s)
Kieferle, Sarah
Devetak, Iztok
Essex, Jane
Hayes, Sarah
Mamlok-Naaman, Rachel
Markic, Silvija
DOI
10.1021/acs.jchemed.3c00550
Abstract
Approaches for inclusive science teaching currently tend
to focus on only one dimension of diversity at a time. This neglects the
fact that diversity is multidimensional in nature, and the consideration of
only one dimension of diversity can yield inclusive practices with limited
scope. Therefore, the goal of the project “Diversity in Science toward
Social Inclusion Non-formal Education in Science for Students’
Diversity” (DiSSI) is to promote inclusive teaching practices for dealing
with several dimensions of diversity simultaneously for non-formal
education. Researchers from Ireland, Germany, the United Kingdom,
Slovenia, and North Macedonia are developing a teaching approach that
considers the needs of (i) students with a low socioeconomic status, (ii)
students of ethnic minorities or with cultural backgrounds that differ
from those of the mainstream culture, (iii) students with different
linguistic skills, and (iv) gifted students. For this purpose, the Pedagogical Model of Differentiation was developed. In addition, the
approaches of inquiry-based learning, context-based learning, game-based learning, and cooperative learning were reviewed in regard
to their suitability for inclusive learning settings for non-formal science education. Conclusions were drawn about the mentioned
dimensions of diversity. An innovative combination of pedagogical approaches that benefits all learners and thus is truly inclusive is
presented. The teaching is inclusive in the sense that it allows for cooperative learning while simultaneously supporting the learning
progress of the four differentiated groups of students. Thus, in this paper, the model of differentiation is presented and explained, and
a summary of the approaches is discussed, which are applicable for inclusive teaching.
to focus on only one dimension of diversity at a time. This neglects the
fact that diversity is multidimensional in nature, and the consideration of
only one dimension of diversity can yield inclusive practices with limited
scope. Therefore, the goal of the project “Diversity in Science toward
Social Inclusion Non-formal Education in Science for Students’
Diversity” (DiSSI) is to promote inclusive teaching practices for dealing
with several dimensions of diversity simultaneously for non-formal
education. Researchers from Ireland, Germany, the United Kingdom,
Slovenia, and North Macedonia are developing a teaching approach that
considers the needs of (i) students with a low socioeconomic status, (ii)
students of ethnic minorities or with cultural backgrounds that differ
from those of the mainstream culture, (iii) students with different
linguistic skills, and (iv) gifted students. For this purpose, the Pedagogical Model of Differentiation was developed. In addition, the
approaches of inquiry-based learning, context-based learning, game-based learning, and cooperative learning were reviewed in regard
to their suitability for inclusive learning settings for non-formal science education. Conclusions were drawn about the mentioned
dimensions of diversity. An innovative combination of pedagogical approaches that benefits all learners and thus is truly inclusive is
presented. The teaching is inclusive in the sense that it allows for cooperative learning while simultaneously supporting the learning
progress of the four differentiated groups of students. Thus, in this paper, the model of differentiation is presented and explained, and
a summary of the approaches is discussed, which are applicable for inclusive teaching.
Subjects
File(s)![Thumbnail Image]()
Loading...
Name
2-JCE final version.pdf
Description
A Rising Tide Lifts All Boats? The Model of Differentiation As a Tool for Diversity in Science toward Social Inclusion
Size
1.33 MB
Format
Adobe PDF
Checksum
(MD5):ca2ad9d7b1a7e13c811b8a3c64c4b742