www.tandfonline.com Open in urlscan Pro
104.18.19.218  Public Scan

Form analysis
1 forms found in the DOM

Name: quickSearch — GET /action/doSearch

<form action="/action/doSearch" name="quickSearch" class="quickSearchForm " title="Quick Search" role="search" method="get" onsubmit="appendSearchFilters(this)" aria-label="Quick Search"><span class="simpleSearchBoxContainer">
    <input name="AllField" class="searchText main-search-field autocomplete ui-autocomplete-input" value="" type="search" id="searchText-d46e3260-1f5c-4802-821a-28a03a699c82" title="Type search term here" aria-label="Search"
      placeholder="Enter keywords, authors, DOI, ORCID etc" autocomplete="off" data-history-items-conf="3" data-publication-titles-conf="3" data-publication-items-conf="3" data-topics-conf="3" data-contributors-conf="3" data-fuzzy-suggester="false"
      data-auto-complete-target="title-auto-complete">
  </span>
  <span class="searchDropDownDivRight">
    <label for="searchInSelector-d46e3260-1f5c-4802-821a-28a03a699c82" class="visuallyhidden">Search in:</label>
    <select id="searchInSelector-d46e3260-1f5c-4802-821a-28a03a699c82" name="SeriesKey" class="js__searchInSelector">
      <option value="cted20" data-search-in="thisJournal"> This Journal </option>
      <option value="" data-search-in="default"> Anywhere </option>
    </select>
  </span>
  <div class="quick-search-btn">
    <button class="mainSearchButton searchButtons pointer" type="submit" value="" title="Search" aria-label="Search"></button>
  </div>
</form>

Text Content

Skip to Main Content
Log in  |  Register
Cart
 1. Home
 2. All Journals
 3. Teaching Education
 4. List of Issues
 5. Latest Articles
 6. Intercultural teaching practices for sci ....

Search in: This Journal Anywhere

Advanced search


TEACHING EDUCATION

Latest Articles
Submit an article Journal homepage

Full access

84
Views
0
CrossRef citations to date
0
Altmetric
Listen
Research Article


INTERCULTURAL TEACHING PRACTICES FOR SCIENCE EDUCATION TO SUPPORT TEACHERS IN
CULTURALLY DIVERSE CLASSROOMS

Julio César Tovar-GálvezSachunterricht, Institut für Schulpädagogik und
Grundschuldidaktik , Martin-Luther-Universität Halle Wittenberg, Halle,
GermanyCorrespondencejoule_tg@yahoo.com
https://orcid.org/0000-0001-7008-5140View further author information
Received 26 Aug 2021, Accepted 04 Jan 2023, Published online: 21 Feb 2023
Received 26 Aug 2021
Accepted 04 Jan 2023
Published online: 21 Feb 2023
 * Download citation
 * https://doi.org/10.1080/10476210.2023.2167975
 * CrossMark


In this articleIn this article
 * ABSTRACT
 * Introduction
 * Framework to design intercultural teaching practices for science education
 * Method
 * Results
 * Discussion and conclusions
 * Acknowledgements
 * Disclosure statement
 * Additional information
 * References


RESEARCH ARTICLE


INTERCULTURAL TEACHING PRACTICES FOR SCIENCE EDUCATION TO SUPPORT TEACHERS IN
CULTURALLY DIVERSE CLASSROOMS






 * Full Article
 * Figures & data
 * References
 * Citations
 * Metrics
 * Reprints & Permissions
 * View PDF PDF View EPUB EPUB


ABSTRACT

ABSTRACT

Science teachers in culturally diverse classrooms need support to plan and enact
an inclusive relationship between the epistemology of science and traditional
epistemologies. Two Intercultural Teaching Practices for Science Education
(ITPSE) potentially solve this problem. The ITPSE are teaching supports that
embody the ‘epistemological bridge’. The epistemological bridge is a didactic
process through which teachers engage students in producing explanations of a
phenomenon from different epistemologies. This study aims to discuss the design
of the ITPSE using evidence of how a high school teacher uses them. The method
is Design-Based Research to inform the ITPSE empirically. The analysis consists
of a suite of a priori categories and identifying teacher performance patterns.
Results reveal the need to redesign the ITPSE to support teachers in better
connecting the content to the students’ learning output. Therefore, the ITPSE
redesign includes an auxiliary framework and a new task.

KEYWORDS:

 * Science teachers
 * teacher education
 * cultural diversity
 * epistemology
 * teaching practices




INTRODUCTION

Science teachers in culturally diverse classrooms need support to plan and enact
an inclusive relationship between the epistemology of science and traditional
epistemologies. Traditional epistemologies are the knowledge and ways of knowing
belonging to communities with a cultural identity different from modern western
culture. In the case of Colombia, teachers count on students belonging to
indigenous, afro-descendants, farmers and mestizo communities with cultural
backgrounds different to the western culture represented in the science
curriculum. The proposal is to support teachers with two Intercultural Teaching
Practices for Science Education (ITPSE). The ITPSE guide teachers in planning
and enacting an inclusive relationship between the epistemology of science and
traditional epistemologies. Epistemological inclusion consists of teachers
symmetrically recognising, validating and using the diverse epistemologies
belonging to different cultures in their lessons. However, the ITPSE proposal
requires empirical information to validate or adjust it as a new design. This
study aims to discuss the design of the ITPSE using evidence of how a high
school teacher uses them.

Supporting teachers to plan and enact an inclusive relationship between the
traditional epistemologies and the epistemology of science contributes to social
justice, policy development and science learning. Various organisations (Council
of Europe, Citation2008Council of Europe. (2008). White paper on intercultural
dialogue. “Living together as equals in dignity”. Council of Europe. [Google
Scholar]; OECD, Citation2010OECD. (2010). Educating teachers for diversity.
Meeting the challenge. OECD publications. [Crossref], [Google Scholar])
understand that education is a way to achieve social justice, respect for all
cultures and peaceful coexistence. A part of such justice means that the
minoritised cultures are also part of the curriculum. Additionally, designing
teaching supports for culturally diverse classrooms helps solve some problems
related to educational policies. First, the ITPSE would answer the lack of
clarity on bringing policies to the classroom practice (Guido & Bonilla,
Citation2010Guido, S., & Bonilla, H. (2010). Interculturalidad y política
educativa en Colombia [Interculturality and educational policy in Colombia].
Revista Internacional Magisterio, 46, 32–35. https://bit.ly/2DqtqSL [Google
Scholar]; Tarozzi, Citation2012Tarozzi, M. (2012). Intercultural or
multicultural education in Europe and the United States. In B. Della Chiesa, J.
Scott, & C. Hinton (Eds.), Languages in a global world: Learning for better
cultural understanding. OECD Publishing.
https://doi.org/10.1787/9789264123557-28-en [Google Scholar]). Second,
incorporating epistemological inclusion into teaching helps teachers prevent the
reductionism present in some policies regarding diversity (Rodriguez,
Citation2015Rodriguez, A. J. (2015). What about a dimension of equity,
engagement and diversity practices? A critique of the next generation science
standards. Journal of Research in Science Teaching, 52(7), 1031–1051.
https://doi.org/10.1002/tea.21232 [Crossref], [Web of Science ®], [Google
Scholar]; Rodriguez & Morrison, Citation2019Rodriguez, A. J., & Morrison, D.
(2019). Expanding and enacting transformative meanings of equity, diversity and
social justice in science education. Cultural Studies in Science Education,
14(2), 265–281. https://doi.org/10.1007/s11422-019-09938-7 [Crossref], [Web of
Science ®], [Google Scholar]). Another impact of supporting teachers in this
issue is regarding learning science in comparison with other epistemologies. For
Meyer and Crawford (Citation2011Meyer, X., & Crawford, B. A. (2011). Teaching
science as a cultural way of knowing: Merging authentic inquiry, nature of
science, and multicultural strategies. Cultural Studies of Science Education,
6(3), 525–547. https://doi.org/10.1007/s11422-011-9318-6 [Crossref], [Google
Scholar]) and Namy and Clepper (Citation2010Namy, L., & Clepper, L. (2010). The
differing roles of comparison and contrast in children’s categorization. Journal
of Experimental Child Psychology, 107(3), 291–305.
https://doi.org/10.1016/j.jecp.2010.05.013 [Crossref], [PubMed], [Web of Science
®], [Google Scholar]), students better differentiate science categories and
domains when teachers explicitly teach science compared to other epistemologies.

The following subsections explain how the relationships between epistemologies
affect teaching, what kind of teaching supports emerge from diverse research
trends in science education, and the more accurate frame for the ITPSE design.


RELATIONSHIPS BETWEEN EPISTEMOLOGIES (CULTURES) AND TEACHERS’ PRACTICE

Relationships between epistemologies are relationships between cultures which
influence teachers’ practice. Collste (Citation2019Collste, G. (2019). Cultural
pluralism and epistemic injustice. Journal of Nationalism, Memory & Language
Politics, 13(2), 1–12.
https://doi.org/10.2478/jnmlp-2019-0008 [Crossref], [Google Scholar]) argues
that domination relationships between epistemologies result from one culture’s
imposition over another. Nonetheless, this connection between epistemology and
culture is not the only important in the classroom. For example, Sulimma
(Citation2009Sulimma, M. (2009). Relations between epistemological beliefs and
culture classifications. Multicultural Education & Technology Journal, 3(1),
74–89. https://doi.org/10.1108/17504970910951165 [Crossref], [Google Scholar])
provides evidence on the relationship between students’ epistemologies, culture
and learning behaviour. As the cultural relationships teachers enact in the
classrooms are relevant to social justice and learning, it is helpful for
culturally diverse contexts to review some explanatory models.

Mpofu et al. (Citation2014Mpofu, V., Otulaja, F., & Mushayikwa, E. (2014).
Towards culturally relevant classroom science: A theoretical framework focusing
on traditional plant healing. Cultural Studies of Science Education, 9(1),
221–242. https://doi.org/10.1007/s11422-013-9508-5 [Crossref], [Google Scholar])
propose four kinds of integration between epistemologies in a science classroom:
a) substitutive integration, when teachers consider that only science is valid
and replace the other ‘irrelevant’ epistemologies with it; b) divergent
integration, when teachers assume that the epistemologies are incompatible, and
for this reason, they privilege the epistemology of science and ignore the
others; c) parallel integration is when teachers with students address the
diverse epistemologies in parallel without connection; d) convergent
integration, when teachers establish dialogues among epistemologies, taking into
account common elements between them.

On the other hand, Ludwig and El-Hani (Citation2020Ludwig, D., & El-Hani, C.
(2020). Philosophy of Ethnobiology: Understanding knowledge integration and its
limitations. Journal of Ethnobiology, 40(1), 3–20.
https://doi.org/10.2993/0278-0771-40.1.3 [Crossref], [Web of Science ®], [Google
Scholar]) postulate two central relationships between the official curriculum
and the local knowledge systems. The first relationship is marginalisation,
consisting of two mechanisms: a) when teachers are ignorant of the local
knowledge systems; and b) when teachers recognise the local knowledge systems
only when they overlap the scientific foundations and values. The second
relationship is recognition. The recognition happens when teachers acknowledge
the inequity between the knowledge systems and look for solutions in practice.

The previous explanatory models of relationships, in general, describe exclusion
and inclusion between epistemologies. Specifically, for Mpofu et al.
(Citation2014Mpofu, V., Otulaja, F., & Mushayikwa, E. (2014). Towards culturally
relevant classroom science: A theoretical framework focusing on traditional
plant healing. Cultural Studies of Science Education, 9(1), 221–242.
https://doi.org/10.1007/s11422-013-9508-5 [Crossref], [Google Scholar]), the
convergent integration is close to inclusion. Furthermore, in Ludwig and El-Hani
(Citation2020Ludwig, D., & El-Hani, C. (2020). Philosophy of Ethnobiology:
Understanding knowledge integration and its limitations. Journal of
Ethnobiology, 40(1), 3–20. https://doi.org/10.2993/0278-0771-40.1.3 [Crossref],
[Web of Science ®], [Google Scholar]), the epistemological recognition is also
close to inclusion. Therefore, the inclusion relationship between epistemologies
is more suitable for reaching social justice in the science teacher’s practice
in the classroom.

The inclusive relationship is the symmetric or equitable coexistence and
interaction between epistemologies. For Tubino (Citation2005Tubino, F. (2005).
La praxis de la interculturalidad en los Estados Nacionales Latinoamericanos.
Cuadernos Interculturales, 3(5), 83–96.
http://www.redalyc.org/pdf/552/55200506.pdf [Google Scholar]) and Walsh
(Citation2009Walsh, C. (2009). Interculturalidad, Estado, Sociedad Luchas (De)
Coloniales de Nuestra Época. Universidad Andina Simón Bolívar. [Google
Scholar]), hierarchical relationships between cultures also exist in educational
processes. These hierarchies emerge because society assumes the mainstream
culture and its epistemologies as real or valid. It also means that society
adopts the other cultures and epistemologies as less relevant and valuable. That
is why the official curricula only take elements from the mainstream culture as
content. From the authors’ perspective, it is necessary to change the relations
between cultures to horizontal ones. This new configuration demands that society
provide conditions to acknowledge the value of minoritised cultures and include
them in the curriculum. According to this expectation, the inclusive
relationship between epistemologies is possible when society a) recognises and
values the epistemological pluralism (Guédez, Citation2005Guédez, V. (2005). La
diversidad y la inclusión: implicaciones para la cultura y la educación.
Sapiens. Revista Universitaria de Investigación, 6(1), 107–132.
http://www.redalyc.org/pdf/410/41060107.pdf [Google Scholar]); b) validates the
diverse epistemologies’ independency, intrinsic value and contribution (López &
Küper, Citation1999López, L., & Küper, W. (1999). La educación intercultural
bilingüe en América Latina: balance y perspectivas. Revista iberoamericana de
educación, 20, 17–85. https://doi.org/10.35362/rie2001041 [Crossref], [Google
Scholar]); and c) uses the different epistemologies as part of the curriculum
(López & Küper, Citation1999López, L., & Küper, W. (1999). La educación
intercultural bilingüe en América Latina: balance y perspectivas. Revista
iberoamericana de educación, 20, 17–85.
https://doi.org/10.35362/rie2001041 [Crossref], [Google Scholar]; UNESCO,
Citation2008UNESCO. (2008). Inclusive education: The way of the future.
UNESCO. [Google Scholar]).


SCIENCE TEACHING SUPPORTS AND EPISTEMOLOGICAL INCLUSION

Tovar-Gálvez and Acher (Citation2019Tovar-Gálvez, J. C., & Acher, A. (2019).
Relaciones entre la epistemología de las ciencias y las epistemologías
tradicionales: contribuciones a la práctica didáctica. CIMIE19 (pp. 1–7).
AMIE. [Google Scholar]) state that some teaching approaches are partially
inclusive in the didactics of science, and some are inclusive epistemologically.
A set of proposals guides teachers to recognise the communities’ knowledge but
use it as a context to teach science, a continuation or complement of science,
or an ethnic version of science. In those proposals, teachers recognise
community knowledge, but they do not validate it as independent epistemologies
and do not use it as independent content.

Another suite of works guides teachers to symmetric recognition, validation and
use of the diverse epistemologies. A case is the epistemological bridge
approach. Castaño (Citation2009Castaño, N. (2009). Construcción Social de
Universidad para la Inclusión: la formación de maestros con pertinencia y en
contexto, desde una perspectiva intercultural. In En D. Mato (coord.), Educación
Superior, Colaboración Intercultural y Desarrollo Sostenible/Buen Vivir.
Experiencias en América Latina(pp. 183–206). IESALC-UNESCO. [Google Scholar])
understands the epistemological bridge as a process of knowledge construction in
the science classroom, validating other epistemologies alternative to science.
The author and her team (Castaño, Citation2011Castaño, N. (2011). De la
Epistemología constructivista piagetiana, el reconocimiento de la cultura y de
la diversidad para la formación en escenarios culturalmente diversos. Revista
Colombiana de Educación, 60(60), 107–122.
https://doi.org/10.17227/01203916.844 [Crossref], [Google Scholar]) use the
epistemological bridge to guide teachers to engage students in solving problems
using biological and farmers’ knowledge. Thus, the epistemological bridge is an
opportunity to support teachers in planning and enacting an inclusive
relationship between epistemologies.


FRAMEWORK TO DESIGN INTERCULTURAL TEACHING PRACTICES FOR SCIENCE EDUCATION


THE EPISTEMOLOGICAL BRIDGE AND CULTURAL INCLUSION IN THE SCIENCE CLASSROOM

For Tovar-Gálvez (Citation2021Tovar-Gálvez, J. C. (2021). The epistemological
bridge as a framework to guide teachers to design culturally inclusive
practices. International Journal of Science Education, 43(5), 760–776.
https://doi.org/10.1080/09500693.2021.1883203 [Taylor & Francis Online], [Web of
Science ®], [Google Scholar]), the epistemological bridge is the process during
which teachers plan, enact and assess students’ learning from an inclusive
relationship between epistemologies. Teachers engage students in participating
in the science epistemology’s domain and the domain of the traditional
epistemologies. The domain consists of every epistemology’s ideas, practices,
values, languages and norms. Participation is when students learn and use such
domains, implying that they move between epistemologies. The transition means
that students cross the borders or limits of every domain and enter other
domains. This transit is in all directions, at any time, respecting each
epistemology’s elements. Respecting refers to not mixing epistemologies, not
explaining one from the other, not transferring the identity from one to others,
not privileging/marginalising some, and not validating only one. Taking
explanations as students’ learning output, Tovar-Gálvez
(Citation2021Tovar-Gálvez, J. C. (2021). The epistemological bridge as a
framework to guide teachers to design culturally inclusive practices.
International Journal of Science Education, 43(5), 760–776.
https://doi.org/10.1080/09500693.2021.1883203 [Taylor & Francis Online], [Web of
Science ®], [Google Scholar]) proposes two practical principles to guide the
design of practices and experiences using the epistemological bridge.

PRINCIPLE OF EPISTEMOLOGICAL INDEPENDENCE

This principle makes practical the epistemological plurality (Cobern & Loving,
Citation2001Cobern, W., & Loving, C. (2001). Defining ‘‘science’’ in a
multicultural world: Implications for science education. Science Education,
85(1), 50–67.
doi:10.1002/1098-237X(200101)85:1<50:AID-SCE5>3.0.CO;2-G [Crossref], [Web of
Science ®], [Google Scholar]; El-Hani & Mortimer, Citation2007El-Hani, C., &
Mortimer, E. (2007). Multicultural education, pragmatism, and the goals of
science teaching. Cultural Studies of Science Education, 2(3), 657–702.
https://doi.org/10.1007/s11422-007-9064-y [Crossref], [Google Scholar]; Lowan,
Citation2012Lowan, G. (2012). Expanding the conversation: Further explorations
into Indigenous environmental science education theory, research, and practice.
Cultural Studies of Science Education, 7(1), 71–81.
https://doi.org/10.1007/s11422-012-9379-1 [Crossref], [Google Scholar]; Santos
et al., Citation2008Santos, B. S., Nunes, J. A., & Meneses, M. P. 2008.
Introduction: Opening up the canon of knowledge and recognition of difference.
In B. S. Santos, Another knowledge is possible: Beyond northern epistemologies
(pp. XIX–LXII). Verso Books [Google Scholar]; Sedano, Citation2013Sedano, W.
(2013). La enseñanza de la química orgánica desde la perspectiva de la
interculturalidad. Nousitz: Revista de investigación científica y tecnológica,
54(junio), 821–831. [Google Scholar]; Valladares, Citation2011aValladares, L.
(2011a). Hacia una educación científica comprehensiva e intercultural: las
espirales de enseñanza-aprendizaje de las ciencias. Horizontes educacionales,
16(1), 31–48. http://www.redalyc.org/articulo.oa?id=97922274004 [Google
Scholar], Citation2011bValladares, L. (2011b). Un modelo dialógico intercultural
de educación científica. Cuadernos Interculturales, 9(16), 119–134.
http://www.redalyc.org/pdf/552/55218731008.pdf [Google Scholar]). The principle
states that there are diverse epistemologies besides the epistemology of the
sciences, which have their own nature, structure, dynamics and intrinsic
validity. Thus, teachers recognise the independent domain of every epistemology,
validate their potential to explain phenomena and use them as content to teach.
Every independent domain is an endpoint of the bridge. When teachers guide their
practices through this principle, they avoid using traditional epistemologies as
a context for learning science, explaining them from science, or mixing both
epistemologies. This expected performance is because the traditional
epistemologies have an intrinsic value and own domain, independent of science.

For example, a teacher would not enact epistemological independence when
planning to teach biomolecules, taking as learning context the wrapped corn
(cooked corn rolled in its leaves, according to the indigenous and popular
Colombian tradition). The teacher plans to guide students to analyse in the lab
carbohydrates, vitamins, and organic pigments (carotenoids) in the corn. In this
case, the teacher prioritises the scientific domain and subordinates the
traditional domain to science. The teacher recognises the scientific content and
practice as a valid viewpoint to explain phenomena. On the contrary, the teacher
neglects the traditional domain (knowledge, values, and practices) to which the
wrapped corn belongs. The teacher reduces tradition as a means to teach and
learn science without an inner value.

In the opposite case, to enact epistemological independence, the teacher could
address biomolecules in human nutrition and the spiritual meaning of the wrapped
corn. The teacher plans to engage the students in studying processed food’s
carbohydrates, vitamins, and organic pigments (carotenoids). Likewise, the
teacher plans to engage the students in the production of wrapped corn with wise
women from the indigenous community. Thus, the teacher would recognise,
validate, and use chemistry and the indigenous tradition as independent content.
Students would learn a part of the traditional and scientific domains without
mixing or overlapping them and with reciprocal relevance in the classroom.

PRINCIPLE OF EPISTEMOLOGICAL SIMILARITY

This principle makes interculturality practical (Aikenhead,
Citation1996Aikenhead, G. (1996). Science education: Border crossing into the
subculture of science. Studies in Science Education, 27(1), 1–52.
https://doi.org/10.1080/03057269608560077 [Taylor & Francis Online], [Google
Scholar]; Aikenhead & Michell, Citation2011Aikenhead, G., & Michell, H. (2011).
Bridging cultures: Indigenous and scientific ways of knowing nature. Pearson
Education. [Google Scholar]; Becker & Ghimire, Citation2003Becker, C., &
Ghimire, K. (2003). Synergy between traditional ecological knowledge and
conservation science supports forest preservation in Ecuador. Conservation
Ecology, 8(1), 1–12. https://doi.org/10.5751/ES-00582-080101 [Crossref], [Google
Scholar]; Castaño, Citation2009Castaño, N. (2009). Construcción Social de
Universidad para la Inclusión: la formación de maestros con pertinencia y en
contexto, desde una perspectiva intercultural. In En D. Mato (coord.), Educación
Superior, Colaboración Intercultural y Desarrollo Sostenible/Buen Vivir.
Experiencias en América Latina(pp. 183–206). IESALC-UNESCO. [Google Scholar];
Gay, Citation2013Gay, G. (2013). Teaching to and through cultural diversity.
Curriculum Inquiry, 43(1), 48–70. https://doi.org/10.1111/curi.12002 [Taylor &
Francis Online], [Web of Science ®], [Google Scholar]; O’Flaherty et al.,
Citation2008O’Flaherty, R., Davidson-Hunt, I., & Manseau, M. (2008). Indigenous
knowledge and values in planning for sustainable forestry: Pikangikum first
nation and the whitefeather forest initiative. Ecology and Society, 13(1), 1–11.
https://doi.org/10.5751/ES-02284-130106 [Crossref], [Web of Science ®], [Google
Scholar]; Teo, Citation2013Teo, T. (2013). Different perspectives of cultural
mediation: Implications for the research design on studies examining its effect
on students’ cognition. Cultural Studies of Science Education, 8(2), 295–305.
https://doi.org/10.1007/s11422-012-9437-8 [Crossref], [Google Scholar]). The
principle states that the independent epistemologies have common elements
through which individuals may cross epistemological borders, transit between and
participate in the epistemologies. Teachers identify processes, situations,
actions, values, instruments, artefacts, practices, and others, with a similar
aim of producing knowledge, both in scientific and traditional epistemology.
When teachers guide their practices through this principle, they and students
build the bridge’s walkway – identify the epistemological elements that resemble
each other, explicit this similarity and participate in such elements.

For example, a teacher would not enact epistemological similarity when engaging
students in two activities without a relationship. One activity could be the
scientific experience of identifying functional groups of biomolecules in the
laboratory. Another could be the traditional experience of preparing different
types of wrapped corn. In this case, the teacher addresses both independent
domains but does not build the bridge walkway. The teacher does not engage
students in identifying that scientific and indigenous communities have common
or similar practices. Thus, indigenous and scientists carry out experiences to
produce knowledge, services or objects. The empirical dimension is part of both
domains. When the students know this similarity explicitly, they have more
opportunity to transit between domains and differentiate them.

In the opposite case, to enact epistemological similarity, the teacher and
students would identify that both traditional and scientific communities create
knowledge, information, services or products through experiences. Thereby, it is
explicit for students that the laboratory and the wrapped corn preparation are
similar practices because, in both experiences, they use knowledge to obtain
information and products. This commonality is the walkway to transit between
domains because the students would consciously participate in both experiences
differentiating them.


INTERCULTURAL TEACHING PRACTICES FOR SCIENCE EDUCATION (ITPSE)

The ITPSE are teaching supports that embody the practical principles of
epistemological independence and epistemological similarity derived from the
epistemological bridge. They describe the teachers’ performance from the
epistemological bridge framework and the previously obtained empirical evidence.
Teachers might use the ITPSE at any educational level and teach any scientific
and traditional content. Through the ITPSE, teachers might decide the content of
each epistemology (scientific and traditional) and how to relate them
inclusively.

The ITPSE come from a sequence of design cycles to integrate theory and
empirical data to solve the problem of supporting teachers in culturally diverse
classrooms. During the first cycle (Tovar-Gálvez & Acher,
Citation2021Tovar-Gálvez, J. C., & Acher, A. (2021). Design of intercultural
teaching practices for science education based on evidence. Enseñanza de las
Ciencias, 39(1), 99–115. https://doi.org/10.5565/rev/ensciencias.2891 [Web of
Science ®], [Google Scholar]), the design consisted of three ITPSE: one of
planning, to guide teachers in deciding what to teach (epistemologies’ domain),
and two of enactment, to guide teachers in engaging students in scientific and
traditional practices. The evidence demonstrated that it is not enough to guide
teachers to identify and delimit the contents independently or identify possible
similarities. Instead, it is necessary to guide teachers to plan according to
the students’ learning output: explanations about the same phenomenon from both
epistemologies. Likewise, in this first design cycle, teachers only counted on
enactment tasks to engage students in participating in each epistemology’s
experiences. Teachers also need support to guide students to identify how each
experience contributes to constructing explanations. These findings led to the
re-design of the ITPSE in: a) introducing McNeill and Krajcik’s
(Citation2012McNeill, K., & Krajcik, J. (2012). Supporting grade 5-8 students in
constructing explanations in science: The claim, evidence, and reasoning
framework for talk and writing. Pearson. [Google Scholar]) frame to guide
teachers regarding the structure of the explanation (claim, evidence and
reasoning); and b) redirecting the tasks to support teachers to engage students
in producing explanations on a phenomenon from each epistemology. Table 1
summarises the new ITPSE obtained after the first design cycle, which will be
detailed later:

Intercultural teaching practices for science education to support teachers in
culturally diverse classrooms
All authors
Julio César Tovar-Gálvez
https://doi.org/10.1080/10476210.2023.2167975

PUBLISHED ONLINE:

21 February 2023

TABLE 1. ITPSE DESIGN SUMMARISED.

Download CSVDisplay Table



ITPSE OF PLANNING: BUILDING THE EPISTEMOLOGICAL BRIDGE

This ITPSE aims to guide teachers in building the epistemological bridge process
through the science curriculum. First, teachers use the epistemological
independence principle to decide what to teach from each culture and the
students’ learning output. The epistemologies’ domain (ideas, practices, values)
are the content. The learning output consists of explaining the same phenomenon
from each epistemology. Second, teachers use the principle of epistemological
similarity as an explicit motivation for the border crossing process. Here is an
example of two similarities between scientific and traditional communities: a)
the production of knowledge or goods through experience; and b) legitimisation
of knowledge and goods through regulation norms. Production and legitimisation
are two of several possible similarities between the epistemologies.

 * Planning task 1. Organise the knowledge and experiences of each culture
   independently, according to specific categories (ideas, production practices
   and legitimisation practices). Students will use such categories for
   proposing different explanations of a phenomenon from tradition and science.
   Prompt: a production practice is an experience through which communities use
   their knowledge to originate information, goods, products, services or new
   knowledge. For example, in science, laboratory experiments are a production
   practice. In the traditional domain, a production practice might be creating
   something (textiles, food, and medicine) or a ritual. A legitimisation
   practice is an experience through which communities use rules to regulate,
   recognise, normalise, support and disseminate their knowledge and products.
   For example, in the traditional domain, communities legitimise knowledge when
   adults provide knowledge to new generations. In science, legitimisation
   occurs when scientists use protocols, statistics and other forms of
   validation.

 * Planning task 2. Identify similarities between scientific and traditional
   domains to motivate students’ epistemological border crossing. Students will
   use such similarities to propose different explanations of a phenomenon from
   tradition and science. Prompt: a possible similarity is that both the
   traditional and the scientific communities produce knowledge and goods
   through experience. Those experiences are production practices. Another
   possible similarity is that both communities use rules to validate or
   incorporate knowledge and goods. Those rules and procedures are
   legitimisation practices.



ITPSE OF ENACTMENT: TEACHING TO PRODUCE EXPLANATIONS FROM THE EPISTEMOLOGICAL
BRIDGE

This ITPSE aims to guide teachers in engaging students in proposing explanations
about phenomena from the epistemological bridge. Thus, teachers engage students
to participate in each epistemology’s production and legitimisation practices.
First, the participation matches the principle of epistemological independence
(the ideas and practices of one epistemology do not explain, justify, clarify,
organise or validate the other epistemology). Second, the participation matches
the epistemological similarity principle (identifying the practices, activities,
processes or artefacts from each epistemology that resemble each other).

 * Enactment task 1. Engage the students in production practices, scientific and
   traditional, to obtain evidence to explain the phenomenon.

 * Enactment task 2. Engage the students in legitimisation practices, scientific
   and traditional, to obtain evidence to explain the phenomenon. Prompt:
   Science legitimisation consists of internal and social validation. The
   scientific community uses rules and norms to validate knowledge, data, and
   procedures. The civil society participates in science regulation. Tradition
   legitimisation may consist of communal incorporation of wisdom and practices.
   An example of wisdom incorporation is when Elders tell the youngest stories,
   meanings, secrets, customs or history.

 * Enactment task 3. Engage the students in producing explanations about a
   phenomenon using separately the ideas and evidence (obtained during the
   participation in the practices) of each domain.




METHOD


THE ITPSE DEVELOPMENT BY DESIGN-BASED RESEARCH

The method to develop the ITPSE is Design-Based Research (Edelson,
Citation2006Edelson, D. (2006). What we learn when we engage in design:
Implications for assessing design research. In J. van den Akker, K. Gravemeijer,
& S. McKenney y N. Nieveen (Eds.), Educational design research (pp. 56–165).
Routledge. [Google Scholar]; Mckenny & Reeves, Citation2012Mckenny, S., &
Reeves, T. (2012). Conducting educational design research. Routledge. [Google
Scholar]; van den Akker et al., Citation2006van den Akker, J., Gravemeijer, K.,
McKenney, S., & Nieveen, N. (2006). Introduction to educational design research.
In J. van den Akker (Ed.), Educational design research (pp. 1–8).
Routledge. [Google Scholar]). This method is accurate in solving the problem.
First, teachers need to put into practice theory to solve teaching problems.
Second, teachers need solutions while working in their contexts and not go to
actualisation-research processes outside of schools. Third, teachers need
proposals that take into account their experience. Design-Based Research aims to
produce practical solutions using educational theory and empirical evidence
through different design cycles. This evidence might come from empirical
research reports, but the most crucial evidence emerges from the contexts. The
Design-Based Research’s products are not generalisable but transferable and
adaptable to other contexts.


CONSTRUCTS TO STUDY AND DATA COLLECTING

There are two constructs to study the ITPSE contribution to solving the problem.
One of the constructs is the teacher’s practical epistemology or ‘version of the
epistemological bridge enacted by the teacher’. The other construct is the
‘teacher’s reflection on the practice and feedback on the ITPSE’.

For Wickman (Citation2004Wickman, P. -O. (2004). The practical epistemologies of
the classroom: A study of laboratory work. Science Education, 88(3), 325–344.
https://doi.org/10.1002/sce.10129 [Crossref], [Web of Science ®], [Google
Scholar]), each didactic experience is an epistemology that teachers have put
into practice. Thus, when teachers implement ITPSE, they enact their version of
the epistemological bridge. A practical epistemology analysis (Piqueras et al.,
Citation2012Piqueras, J., Wickman, P. -O., & Hamza, K. (2012). Student teachers’
moment-to-moment reasoning and the development of discursive themes – an
analysis of practical epistemologies in a natural history museum exhibit (E.
Davidsson & A. Jakobsson, Eds.). Understanding Interactions at Science Centers
and Museums. Sense Publishers.
https://doi.org/10.1007/978-94-6091-725-7_6 [Crossref], [Google Scholar];
Wickman, Citation2012Wickman, P. -O. (2012). Using pragmatism to develop
didactics in Sweden. Zeitschrift für Erziehungswissenschaft, 15(3), 483–501.
https://doi.org/10.1007/s11618-012-0287-7 [Crossref], [Web of Science
®], [Google Scholar]) interprets evidence from observable teaching practice
dimensions. The evidence to study the epistemological bridge version that the
teacher enacts through ITPSE emerges from: a) what the teacher says: the meaning
they verbally assign to epistemologies, their relationships and uses; b) the
teacher’s actions: the nature and meaning of the activities to engage students
in; and c) material designed by the teacher (schemes, formats, guides,
instructions, models, and others). The data collecting is through the teacher’s
reports (class recordings, field notes, audio with descriptions and reflections
on the lessons, lesson planning chart and assessment of the process), the
researcher’s field notes and the students’ explanations.

The evidence to study teachers’ reflection and feedback emerge from: a)
teacher’s reflection on their didactic practice (planning and enactment); and b)
teacher’s suggestions, better-supporting petitions and commentaries on the ITPSE
limitations. In addition, the teacher provides this evidence in conversations
with the researcher. Thus, the design evaluation is from the researchers’ and
teachers’ perspectives.


CASE STUDY

A chemistry teacher in a public urban high school in Bogotá (Colombia)
implements the ITPSE to produce empirical evidence. The teacher holds a
bachelor’s and a master’s degree in chemistry teaching. She understands cultural
diversity as students from different regions and ethnicities. Moreover, she
identifies students from different geographic regions of Colombia and indigenous
communities. For the teacher, the students are in this school due to forced
displacement from the countryside to the city caused by internal armed conflict.
She was unfamiliar with theoretical and methodological references to address
cultural diversity in her chemistry class. However, her school holds days of
recognition for Afro-descendants and Muisca indigenous people. She has 12 years
of teaching experience. The students with whom she implemented the ITPSE are
between 12 and 14 years old.

The first phase was to elucidate the teacher’s perceptions and experience of
cultural diversity in her school and the chemistry class. Another important part
was presenting the ITPSE proposal to the teacher. She expressed interest in the
Chicha – a sacred drink of Muisca. As a Muisca community is near the school, the
teacher wanted to engage students in this culture. Finally, she communicated her
time restrictions, as she only meets students for one hour per week.

During the next phase, the teacher developed lessons using the ITPSE. The
teacher conducted seven classroom sessions and two practical experiences with
one group of students in ten months. The process took a long time because there
were two civil strikes in Colombia and the schools closed that year. The
researcher took some field notes on some lessons. The teacher provided: audio
recordings, field notes, images, graphics, work guides and videos. There are
also audio recordings and a form on the reflection and feedback process between
teacher and researcher.


DATA ANALYSIS

A PRIORI CATEGORY SYSTEM FOR DEDUCTIVE ANALYSIS

A priori categories guide the constructs’ study. For example, the category
‘Epistemological Bridge’ with its sub-categories ‘epistemological independence’
and ‘epistemological similarity’ accounts on the construct ‘version of the
epistemological bridge enacted by the teacher’. Furthermore, the category ‘ITPSE
potential to guide teachers’ and its sub-category ‘implementation, adaptation
and tools’ accounts on the construct ‘teacher’s reflection on the practice and
feedback on the ITPSE’. This part of the study is a content analysis (Hsieh &
Shannon, Citation2005Hsieh, H. -F., & Shannon, S. E. (2005). Three approaches to
qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288.
https://doi.org/10.1177/1049732305276687 [Crossref], [PubMed], [Web of Science
®], [Google Scholar]), in which the a priori category system guides the
information grouping.

IDENTIFICATION OF EMERGING TRENDS FOR INDUCTIVE ANALYSIS

The subsequent procedure is an inductive analysis (Hsieh & Shannon,
Citation2005Hsieh, H. -F., & Shannon, S. E. (2005). Three approaches to
qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288.
https://doi.org/10.1177/1049732305276687 [Crossref], [PubMed], [Web of Science
®], [Google Scholar]). It consists of identifying trends or variations in the
teacher’s performance. Consequently, these patterns present in the information
already grouped under the categories form emergent groups.


RESULTS


VERSION OF THE EPISTEMOLOGICAL BRIDGE ENACTED BY THE TEACHER

The teacher enacted a version of epistemological bridge, using the ITPSE, which
is close to the theoretical framework, in terms of a) balancing the students’
participation in both epistemologies and the use of these epistemologies in
producing explanations; b) implementing both epistemological independence and
epistemological similarity (predominantly implicit) during the planning and
enactment; c) engaging students in the participation in all the contents (ideas,
and production and legitimisation practices); and d) engaging students in
proposing explanations, implementing the epistemological independence and
epistemological similarity. However, this version of epistemological bridge
misses a greater integration of the explanations’ constitutive parts (claims,
evidence, and reasoning).

THE TEACHER BALANCED THE STUDENTS’ PARTICIPATION IN BOTH EPISTEMOLOGIES THROUGH
THEIR USE IN THE EXPLANATIONS

The teacher balanced the students’ participation in both epistemologies through
the use of ideas, production practices and legitimisation practices of both
epistemologies. She guaranteed the equity described by the epistemological
bridge. During the first sessions, she and the students prioritised the
development of the traditional idea. However, during the teacher and
researcher’s permanent reflection process, the teacher identified the need to
address both ideas with the same relevance. Likewise, she emphasised the
planning and equitable enactment of both epistemologies’ production and
legitimisation practices. Finally, she engaged students in proposing
explanations from both traditional and scientific epistemology.

The planning was a relevant factor in achieving such a balance between
epistemologies. In the beginning, the teacher did not plan in writing how to
enact both epistemologies’ ideas and practices. However, later she recognised
the need to plan and redirect the process.

The following is an example of the teacher addressing with students the ideas of
each epistemology equally:

We have two approaches or two perspectives for knowledge production: one of
those is cultural knowledge [she means ‘traditional’]. What drawing did cultural
knowledge represent there on the map? [Pointing out the blackboard] [Student
says: a farmer]. We say that the farmers’ community produces this knowledge.
Next to the farmer, what drawing was there? [Student says: a Tusa – corncob].
Tusa, no, it is corn. Right? It represents us the kind of local knowledge, which
is the drink we will prepare, in this case, the Chicha. On the part of
scientific knowledge, what drawing did represent it on the map? [Student says:
the drawing which has the lab coat, a scientist]. Very well. A community of
specialists produces that kind of knowledge. [Originally in Spanish]



THE TEACHER MADE USE OF EPISTEMOLOGICAL INDEPENDENCE AND EPISTEMOLOGICAL
SIMILARITY (PREDOMINANTLY IMPLICIT) DURING PLANNING AND ENACTMENT

The teacher implemented epistemological independence and epistemological
similarity principles through the planning and enacting of the contents. As the
epistemological bridge describes, she guaranteed the recognition and validation
of the multiple kinds of knowledge and ways of knowing and the possibility of
establishing dialogues between them. In general, the epistemological
independence enactment predominated compared to the epistemological similarity
(more implicitly). In the epistemological independence case, the teacher planned
and engaged students in all the contents, mainly respecting each epistemology’s
domain. In the epistemological similarity case, the teacher emphasised the
independent specialised languages as a common element between communities. Both
communities have in common that everyone uses a specific language. The teacher
did not make explicit the similarities between each epistemology’s production
and legitimisation practices. The students experienced the similarity because
the teacher developed with them these practices parallel and comparatively.

The following is an example of the teacher addressing with students the
traditional idea using epistemological independence:

Chicha: we should not chemically describe it as we would do it with other
substances because it is a cultural production product. We are working from the
cultural side [she means ‘traditional from indigenous and farmers’], where the
description we make is by using a common language, the language used [by
indigenous/farmers] to describe this drink’s properties. They say that it is
strong, sour, and so ‘picha’ [similar to ‘rotten’ in English] as you told me
minutes ago. Those words or language is characteristic of a specific cultural
knowledge [she means ‘traditional’]. [Originally in Spanish]



THE TEACHER ENGAGED STUDENTS IN THE USE AND PARTICIPATION OF ALL THE CONTENTS

The teacher planned ideas, production practices, legitimisation practices and
explanations from each epistemology and engaged students in them. She guaranteed
that the students participated in and used knowledge and ways of knowing
corresponding to science and tradition equitably, as described by the
epistemological bridge. The teacher placed less emphasis on legitimisation
practices than production practices, coinciding with her request for help to
better understand these practices.

The following is an example of the teacher engaging students in the contents of
both epistemologies:

The purpose of today’s lesson is to identify two ways of producing knowledge.
From the beginning of the year, we are working on a project to analyse two
visions or forms of knowledge: cultural knowledge [she means traditional] and
scientific knowledge. Cultural knowledge is seen as all the knowledge our
ancestors have left us [she means indigenous]. Scientific knowledge is seen as
everything that science has built over time and contributes to our class […]. We
are going to analyse our sacred drink, our cultural drink, which is Chicha. We
will do the chemical analysis of some fermented juices or products, which
students prepared in their homes. [Originally in Spanish]



THE TEACHER ENGAGED STUDENTS IN THE PRODUCTION OF EXPLANATIONS, USING
EPISTEMOLOGICAL INDEPENDENCE AND EPISTEMOLOGICAL SIMILARITY

The data make evident that the teacher used the epistemological independence and
epistemological similarity to plan and engage students in proposing explanations
about a given phenomenon. However, the process failed to articulate the
explanations’ constituent parts. During the planning, the teacher proposed a
situation for students to explain using both epistemologies. Nonetheless, during
the development of the contents, she did not refer explicitly to using each
epistemology’s ideas and practices for the explanations’ construction. In the
last session, the teacher and students collectively constructed explanations of
a situation using a guiding tool. In this exercise of proposing the collective
explanation, they put epistemological independence and epistemological
similarity into practice. Nevertheless, the students did not use the evidence
obtained during practice to support the claims. Likewise, students failed to use
the ideas of each epistemology to produce reasoning when interpreting the
evidence.

The next is an example when the teacher engages students in proposing
explanations:

Let us fill in the data table for chemical culture. Do you remember what
chemical tests we did for the juices? [Student: with the indicator?]. Yes, with
an indicator to see if it was basic or acidic. We did chemical tests to see the
colour changes […]. That day, we did the Lucas test for alcohol presence, the
iodine test for identifying the presence of sugars, and the Fehling test. Now
lets’ fill in the second section […] and write the evidence from the popular
ancestral culture. Do you remember what properties in Chicha were analysed?
[Students: taste … colour … smell, and nothing else], please go on writing those
tests we did on Chicha. [Originally in Spanish]




TEACHER’S REFLECTION ON THE PRACTICE AND FEEDBACK ON THE ITPSE

The teacher’s reflection and feedback were relevant to identifying the design
limitation. Thereby, she communicated the need to understand the structure of
the explanations better. A possible way to solve this is by refining the guiding
tool for explanations.

DESIGN LIMITATIONS TO GUIDE TEACHERS

The teacher’s reflection on her practice and feedback on the design reveals her
primary needs. She expressed limitations to enacting the epistemological
similarity principle and specification of the explanations. The evidence
demonstrates that the students could propose claims and collect information
emerging from the practices but could not connect everything. For this reason,
the guidance tools need better indications to connect the parts of the
explanations.

The following is an example of the teacher reflecting on her practice:

I did not make any changes, but I fell very short in tasks II and III of ITPSE
II, one due to confusion of the terms with which I should make the explanation
from each phenomenon and their specific language, and another due to deficiency
of time.[Originally in Spanish]



OPPORTUNITIES TO REFINE GUIDANCE TOOLS

The processes of reflection and feedback provided evidence to refine guidance
tools. For example, the planning tool must help teachers consider how each
epistemology’s idea and practices contribute to building the phenomenon’s
explanations. In addition, the explanations tool needs more straightforward
language to be more understandable. Additional prompts would guide teachers and
students to establish relationships between the parts of the explanation.


DISCUSSION AND CONCLUSIONS


REGARDING THE EVIDENCE THAT WILL GUIDE THE ITPSE RE-DESIGN

The evidence demonstrates that the most relevant change in the ITPSE design is
related to articulating the constitutive elements of the explanations.
Therefore, as a plausible solution, the ITPSE of planning will count on a new
task. This task provides teachers with instructions to formulate a situation
connected to the ideas and practices from every epistemology, which students
would explain. Further, this modification in the planning will improve the tools
of planning and explanations for the enactment.

Data from empirical studies endorse adding a new task to focus the planning
practice on the students’ learning output – the explanations. McNeill et al.
(Citation2005McNeill, K. L., Lizotte, D. J., & Krajcik, J. (2005). Identifying
teacher practices that support students’ explanation in science. Annual meeting
of the American Educational Research Association, Montreal, Canada. [Google
Scholar]) and McNeill and Krajcik (Citation2008McNeill, K. L., & Krajcik, J.
(2008). Scientific explanations: Characterizing and evaluating the effects of
teachers’ instructional practices on student learning. Journal of Research in
Science Teaching, 45(1), 53–78. https://doi.org/10.1002/tea.20201 [Crossref],
[Web of Science ®], [Google Scholar]) obtained data demonstrating the effect of
teachers’ instructional practices on the students’ ability to construct
explanations. When teachers explicitly address the rationale of explanations and
model their construction, students propose better explanations. Rendering to
these results, the ITPSE need better support teachers to plan and enact
according to the rationale and construction of explanations. Before, the ITPSE
guided teachers to identify content (ideas and practices) from each epistemology
to engage students in such content. Now, the ITPSE also will ground the planning
and enactment in the students’ expected learning output – explanations from the
epistemological bridge.

Connecting content and students’ learning is a way to support teachers in the
formulation of situations which students would explain. According to Wartha et
al.’s (Citation2013Wartha, E. J., Silva, E. L. D., & Bejarano, N. R. R. (2013).
Cotidiano e contextualização no ensino de química. Química nova na escola,
35(2), 84–91. [Google Scholar]) frame, a situation is a contextualised
phenomenon. These situations should describe experiences, events, anecdotes or
happenings of the students’ day-to-day life to solicit their attention. The
situations to explain should not be only anecdotal or passing examples but
rather the centre of the whole teaching experience. Before, the ITPSE led
teachers to identify phenomena as ‘changes in a drink’s properties’, and now
they must recommend placing such phenomena in clear and motivating contexts for
students. Additionally, the ITPSE must be more explicit in guiding the
relationship between situation, content and explanations. Teachers’ new task
will consist of defining a situation and planning the contents and activities
necessary to engage students in using such epistemologies to propose
explanations.

Teachers might motivate students and be more precise when they ask questions
about the situation to explain. Eder and Adúriz-Bravo (Citation2008Eder, M. L.,
& Adúriz-Bravo, A. (2008). Explanation in science and science teaching:
Philosophical and instructional approaches. Revista Latinoamericana de Estudios
Educativos (Colombia), 4(2), 101–133. [Google Scholar]) describe the connection
between situations and types of questions (what, how, why, what for) to motivate
the students’ explanations. The questions are helpful for teachers to lead
students to use all the contents to produce the explanations. For this reason,
the teachers’ new task suggests defining the most appropriate question to
conduct students according to their context and possibilities.


ITPSE RE-DESIGN BY ADDING A NEW PLANNING TASK

The initial design in the theoretical framework changes by adding a task to the
planning ITPSE, as the following description and the summary in Table 2
displays:

Intercultural teaching practices for science education to support teachers in
culturally diverse classrooms
All authors
Julio César Tovar-Gálvez
https://doi.org/10.1080/10476210.2023.2167975

PUBLISHED ONLINE:

21 February 2023

TABLE 2. ITPSE RE-DESIGN SUMMARISED.

Download CSVDisplay Table



Planning task 1. Propose a daily situation that motivates students to use the
different epistemologies to explain it. The learning objective is for students
to participate in both epistemologies. Thus, students’ learning output is the
explanation of the same situation from each epistemology.

Prompt: the situation to explain is an event, experience, happening, anecdote or
activity of the daily context, as a simple narration accessible for students
understanding. The situation describes a phenomenon that students cannot
initially explain from any epistemologies. A guiding question motivates students
to produce explanations using each of the epistemologies. The contents and
teaching activities focus on explaining the situation.


FROM THE EMPIRICAL STUDY AND DESIGN TO THE LITERATURE

The introduction of this paper problematises around the social justice and
hierarchical relationships between cultures, relationships between
epistemologies in the science lessons, and science learning. The empirical
findings suggest that the ITPSE have the potential to support teachers in facing
those challenges.

The ITPSE help reinforce the look for a peaceful understanding and coexistence
between cultures that is a concern of international agendas (Council of Europe,
Citation2008Council of Europe. (2008). White paper on intercultural dialogue.
“Living together as equals in dignity”. Council of Europe. [Google Scholar];
OECD, Citation2010OECD. (2010). Educating teachers for diversity. Meeting the
challenge. OECD publications. [Crossref], [Google Scholar]). Through the ITPSE,
the case study teacher could include knowledge, values, and experiences from
Colombian indigenous and farmers’ communities in the chemistry curriculum. In
this case, the teacher started to contribute to the inclusion of non-hegemonic
communities in the school curriculum.

The ITPSE are one opportunity to change the hierarchical relationships between
cultures in educational settings. Tubino (Citation2005Tubino, F. (2005). La
praxis de la interculturalidad en los Estados Nacionales Latinoamericanos.
Cuadernos Interculturales, 3(5), 83–96.
http://www.redalyc.org/pdf/552/55200506.pdf [Google Scholar]) and Walsh
(Citation2009Walsh, C. (2009). Interculturalidad, Estado, Sociedad Luchas (De)
Coloniales de Nuestra Época. Universidad Andina Simón Bolívar. [Google Scholar])
manifest that the inequalities emerge because the society recognises and
validates a mainstream culture and uses it as curriculum content while
marginalising other cultures. The teacher who participated in this designing
cycle recognised the existence of culturally diverse students and families and
validated their epistemologies as a frame to explain phenomena. During the
lessons, the teacher used the ITPSE to avoid the imposition of one culture over
the other, as Collste (Citation2019Collste, G. (2019). Cultural pluralism and
epistemic injustice. Journal of Nationalism, Memory & Language Politics, 13(2),
1–12. https://doi.org/10.2478/jnmlp-2019-0008 [Crossref], [Google Scholar])
warns.

Regarding the specific relationship between the epistemology of science and
traditional epistemologies, the ITPSE led the teacher to inclusion according to
the literature. Thus, the teacher approximated the relationship of
epistemological recognition in terms of Ludwig and El-Hani (Citation2020Ludwig,
D., & El-Hani, C. (2020). Philosophy of Ethnobiology: Understanding knowledge
integration and its limitations. Journal of Ethnobiology, 40(1), 3–20.
https://doi.org/10.2993/0278-0771-40.1.3 [Crossref], [Web of Science ®], [Google
Scholar]). This inclusive relationship emerged because the teacher was aware of
the knowledge and way of knowing from local Colombian communities in addition to
the scientific knowledge and way of knowing. Moreover, the case study teacher
was close to the convergent integration described by Mpofu et al.
(Citation2014Mpofu, V., Otulaja, F., & Mushayikwa, E. (2014). Towards culturally
relevant classroom science: A theoretical framework focusing on traditional
plant healing. Cultural Studies of Science Education, 9(1), 221–242.
https://doi.org/10.1007/s11422-013-9508-5 [Crossref], [Google Scholar]). Thus,
the teacher guided the students to participate in the two epistemologies and use
them to propose explanations for everyday situations collectively.

Additionally, the ITPSE contribute to relational and comparative learning of
science, as Meyer and Crawford (Citation2011Meyer, X., & Crawford, B. A. (2011).
Teaching science as a cultural way of knowing: Merging authentic inquiry, nature
of science, and multicultural strategies. Cultural Studies of Science Education,
6(3), 525–547. https://doi.org/10.1007/s11422-011-9318-6 [Crossref], [Google
Scholar]) and Namy and Clepper (Citation2010Namy, L., & Clepper, L. (2010). The
differing roles of comparison and contrast in children’s categorization. Journal
of Experimental Child Psychology, 107(3), 291–305.
https://doi.org/10.1016/j.jecp.2010.05.013 [Crossref], [PubMed], [Web of Science
®], [Google Scholar]) recommend. The teacher with students addressed ideas,
carried out practices and proposed explanations from each epistemology
simultaneously. Additionally, the teacher emphasised to students about
differentiating the specific language of every community. This awareness
regarding the language is an opportunity for students to learn more clearly the
scientific domain in contrast to other epistemology.


THE ITPSE AS BETTER WAY TO GUIDE TEACHERS TO THE EPISTEMOLOGICAL INCLUSION

In the introduction of this paper, the subtitle about science teaching supports
states that many proposals lead teachers to partially inclusive practices. Thus,
those approaches assume the traditional epistemologies as a context to teach
science, a continuation of science or an ethnic version of science.
Consequently, teachers recognise the epistemologies of the communities to which
students belong but do not validate them as a referent to explain phenomena.
They do not use them as independent content. This acting is an asymmetrical
relationship. Instead, teachers may put into practice the inclusion relationship
described by the epistemological bridge through the ITPSE.

First, when teachers use the ITPSE, they have the opportunity to practise
epistemological independence. This performance happens in two moments.
Initially, during the planning, teachers identify and organise the domain of
every epistemology using the same categories – ideas, production practices and
legitimisation practices. When teachers identify the domains, they have a
reference to respect them, distinguishing what belongs to each one. Moreover,
teachers confer the same relevance to the different epistemologies by using the
same way of organisation. Then, during the enactment, teachers engage students
in the practices of each epistemology and in proposing explanations from
everyone. When students participate in every epistemology, they have the
opportunity of identifying the independent domains.

Second, when teachers use the ITPSE, they have the opportunity to practise the
epistemological similarity. Teachers materialise this possibility during the
planning when they identify common practices (or other elements) between the
epistemologies. Those similar practices are a motivation to lead a dialogue
among the epistemologies and cultures. This process can be a dialogue because
subjects interchange information and experiences from different cultures. In
addition, teachers engage students in practices that resemble each other during
the enactment. When students participate in commonalities between
epistemologies, they have an experience that brings them closer to understanding
among cultures.


IMPLICATIONS FOR TEACHER EDUCATION AND PRACTICE

The ITPSE subscribe to a practice-based teacher education approach and a
research-based teaching practices design approach. Forzani (Citation2014Forzani,
F. (2014). Understanding “core practices” and “practice-based” teacher
education: Learning from the past. Journal of Teacher Education, 65(4), 357–368.
https://doi.org/10.1177/0022487114533800 [Crossref], [Web of Science ®], [Google
Scholar]) encompasses arguments and research advances to outline a
‘practice-based’ teacher education approach. The author states that, from this
point of view, educators do not teach teachers only about theories and related
methodologies. Practice-based teacher education aims at teaching what teachers
need to know and do in real educational contexts. Therefore, this approach
involves specific teaching practices that teachers learn in authentic contexts
and which they adapt. The ITPSE contribute to a practice-based teacher education
because they describe teachers’ performances on planning, teaching and learning
assessment. The ITPSE are a practical embodiment of the epistemological bridge
because they consist of tasks for teachers to enact cultural inclusion in the
science classroom.

Additionally, the practices that Forzani points out for teacher education emerge
from research processes. The teaching practices come from a) use of educational
theory for their design, b) implementation to test the prospects, and c) use of
empirical evidence to inform the practices designed. Windschitl et al.
(Citation2012Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2012).
Proposing a core set of instructional practices and tools for teachers of
science. Science Education, 96(5), 878–903.
https://doi.org/10.1002/sce.21027 [Crossref], [Web of Science ®], [Google
Scholar]) report on teaching practices’ design and refinement for science
teacher education. The authors describe how they use educational theory to
design, then the implementation made by pre-service teachers and finally the
re-design based on the evidence. The ITPSE emerge from a design-based research
process, using the epistemological bridge and auxiliary theories, obtaining
experimental data from real educational contexts and re-designing accordingly to
the evidence.

However, this study not only provides a new set of teaching practices that
researchers, educators, and teachers can use as part of the practice-based
teacher education approach. In this report, it is also possible to find
information about the teacher’s performance. This information is helpful to
strengthen the corpus about teachers’ learning, practice, reflections and
contribution to educational design. Moreover, this article delivers specific
data about a culturally diverse educational context, teacher practice facing
such diversity and teaching science from a culturally inclusive view. This
speciality helps lead processes of migrating from exclusionary teaching and
thought to other inclusive ones.

Table 1. ITPSE design summarised.

ITPSE of planningPlanning task 1. Organise domains (ideas, production and
legitimisation practices)Planning task 2. Identify similarities between
domainsITPSE of enactmentEnactment task 1. Engage students in production
practicesEnactment task 2. Engage students in legitimisation practicesEnactment
task 3. Engage students in proposing explanations

Table 2. ITPSE re-design summarised.

ITPSE of planningPlanning task 1. Propose a situation to motivate the
explanationsPlanning task 2. Organise domains (ideas, production and
legitimisation practices)Planning task 3. Identify similarities between
domainsITPSE of enactmentEnactment task 1. Engage students in production
practicesEnactment task 2. Engage students in legitimisation practicesEnactment
task 3. Engage students in producing explanations


ACKNOWLEDGEMENT

I am very grateful to the teacher who actively participated in this study. Also,
I thank the students and the school.


DISCLOSURE STATEMENT

No potential conflict of interest was reported by the author.


ADDITIONAL INFORMATION


FUNDING

The work was supported by the Fundación para el Futuro de Colombia German
Academic Exchange Service.



REFERENCES

 * Aikenhead, G. (1996). Science education: Border crossing into the subculture
   of science. Studies in Science Education, 27(1), 1–52.
   https://doi.org/10.1080/03057269608560077 [Taylor & Francis Online], [Google
   Scholar]
 * Aikenhead, G., & Michell, H. (2011). Bridging cultures: Indigenous and
   scientific ways of knowing nature. Pearson Education. [Google Scholar]
 * Becker, C., & Ghimire, K. (2003). Synergy between traditional ecological
   knowledge and conservation science supports forest preservation in Ecuador.
   Conservation Ecology, 8(1), 1–12.
   https://doi.org/10.5751/ES-00582-080101 [Crossref], [Google Scholar]
 * Castaño, N. (2009). Construcción Social de Universidad para la Inclusión: la
   formación de maestros con pertinencia y en contexto, desde una perspectiva
   intercultural. In En D. Mato (coord.), Educación Superior, Colaboración
   Intercultural y Desarrollo Sostenible/Buen Vivir. Experiencias en América
   Latina(pp. 183–206). IESALC-UNESCO. [Google Scholar]
 * Castaño, N. (2011). De la Epistemología constructivista piagetiana, el
   reconocimiento de la cultura y de la diversidad para la formación en
   escenarios culturalmente diversos. Revista Colombiana de Educación, 60(60),
   107–122. https://doi.org/10.17227/01203916.844 [Crossref], [Google Scholar]
 * Cobern, W., & Loving, C. (2001). Defining ‘‘science’’ in a multicultural
   world: Implications for science education. Science Education, 85(1), 50–67.
   doi:10.1002/1098-237X(200101)85:1<50:AID-SCE5>3.0.CO;2-G [Crossref], [Web of
   Science ®], [Google Scholar]
 * Collste, G. (2019). Cultural pluralism and epistemic injustice. Journal of
   Nationalism, Memory & Language Politics, 13(2), 1–12.
   https://doi.org/10.2478/jnmlp-2019-0008 [Crossref], [Google Scholar]
 * Council of Europe. (2008). White paper on intercultural dialogue. “Living
   together as equals in dignity”. Council of Europe. [Google Scholar]
 * Edelson, D. (2006). What we learn when we engage in design: Implications for
   assessing design research. In J. van den Akker, K. Gravemeijer, & S. McKenney
   y N. Nieveen (Eds.), Educational design research (pp. 56–165).
   Routledge. [Google Scholar]
 * Eder, M. L., & Adúriz-Bravo, A. (2008). Explanation in science and science
   teaching: Philosophical and instructional approaches. Revista Latinoamericana
   de Estudios Educativos (Colombia), 4(2), 101–133. [Google Scholar]
 * El-Hani, C., & Mortimer, E. (2007). Multicultural education, pragmatism, and
   the goals of science teaching. Cultural Studies of Science Education, 2(3),
   657–702. https://doi.org/10.1007/s11422-007-9064-y [Crossref], [Google
   Scholar]
 * Forzani, F. (2014). Understanding “core practices” and “practice-based”
   teacher education: Learning from the past. Journal of Teacher Education,
   65(4), 357–368. https://doi.org/10.1177/0022487114533800 [Crossref], [Web of
   Science ®], [Google Scholar]
 * Gay, G. (2013). Teaching to and through cultural diversity. Curriculum
   Inquiry, 43(1), 48–70. https://doi.org/10.1111/curi.12002 [Taylor & Francis
   Online], [Web of Science ®], [Google Scholar]
 * Guédez, V. (2005). La diversidad y la inclusión: implicaciones para la
   cultura y la educación. Sapiens. Revista Universitaria de Investigación,
   6(1), 107–132. http://www.redalyc.org/pdf/410/41060107.pdf [Google Scholar]
 * Guido, S., & Bonilla, H. (2010). Interculturalidad y política educativa en
   Colombia [Interculturality and educational policy in Colombia]. Revista
   Internacional Magisterio, 46, 32–35. https://bit.ly/2DqtqSL [Google Scholar]
 * Hsieh, H. -F., & Shannon, S. E. (2005). Three approaches to qualitative
   content analysis. Qualitative Health Research, 15(9), 1277–1288.
   https://doi.org/10.1177/1049732305276687 [Crossref], [PubMed], [Web of
   Science ®], [Google Scholar]
 * López, L., & Küper, W. (1999). La educación intercultural bilingüe en América
   Latina: balance y perspectivas. Revista iberoamericana de educación, 20,
   17–85. https://doi.org/10.35362/rie2001041 [Crossref], [Google Scholar]
 * Lowan, G. (2012). Expanding the conversation: Further explorations into
   Indigenous environmental science education theory, research, and practice.
   Cultural Studies of Science Education, 7(1), 71–81.
   https://doi.org/10.1007/s11422-012-9379-1 [Crossref], [Google Scholar]
 * Ludwig, D., & El-Hani, C. (2020). Philosophy of Ethnobiology: Understanding
   knowledge integration and its limitations. Journal of Ethnobiology, 40(1),
   3–20. https://doi.org/10.2993/0278-0771-40.1.3 [Crossref], [Web of Science
   ®], [Google Scholar]
 * Mckenny, S., & Reeves, T. (2012). Conducting educational design research.
   Routledge. [Google Scholar]
 * McNeill, K. L., & Krajcik, J. (2008). Scientific explanations: Characterizing
   and evaluating the effects of teachers’ instructional practices on student
   learning. Journal of Research in Science Teaching, 45(1), 53–78.
   https://doi.org/10.1002/tea.20201 [Crossref], [Web of Science ®], [Google
   Scholar]
 * McNeill, K., & Krajcik, J. (2012). Supporting grade 5-8 students in
   constructing explanations in science: The claim, evidence, and reasoning
   framework for talk and writing. Pearson. [Google Scholar]
 * McNeill, K. L., Lizotte, D. J., & Krajcik, J. (2005). Identifying teacher
   practices that support students’ explanation in science. Annual meeting of
   the American Educational Research Association, Montreal, Canada. [Google
   Scholar]
 * Meyer, X., & Crawford, B. A. (2011). Teaching science as a cultural way of
   knowing: Merging authentic inquiry, nature of science, and multicultural
   strategies. Cultural Studies of Science Education, 6(3), 525–547.
   https://doi.org/10.1007/s11422-011-9318-6 [Crossref], [Google Scholar]
 * Mpofu, V., Otulaja, F., & Mushayikwa, E. (2014). Towards culturally relevant
   classroom science: A theoretical framework focusing on traditional plant
   healing. Cultural Studies of Science Education, 9(1), 221–242.
   https://doi.org/10.1007/s11422-013-9508-5 [Crossref], [Google Scholar]
 * Namy, L., & Clepper, L. (2010). The differing roles of comparison and
   contrast in children’s categorization. Journal of Experimental Child
   Psychology, 107(3), 291–305.
   https://doi.org/10.1016/j.jecp.2010.05.013 [Crossref], [PubMed], [Web of
   Science ®], [Google Scholar]
 * OECD. (2010). Educating teachers for diversity. Meeting the challenge. OECD
   publications. [Crossref], [Google Scholar]
 * O’Flaherty, R., Davidson-Hunt, I., & Manseau, M. (2008). Indigenous knowledge
   and values in planning for sustainable forestry: Pikangikum first nation and
   the whitefeather forest initiative. Ecology and Society, 13(1), 1–11.
   https://doi.org/10.5751/ES-02284-130106 [Crossref], [Web of Science
   ®], [Google Scholar]
 * Piqueras, J., Wickman, P. -O., & Hamza, K. (2012). Student teachers’
   moment-to-moment reasoning and the development of discursive themes – an
   analysis of practical epistemologies in a natural history museum exhibit (E.
   Davidsson & A. Jakobsson, Eds.). Understanding Interactions at Science
   Centers and Museums. Sense Publishers.
   https://doi.org/10.1007/978-94-6091-725-7_6 [Crossref], [Google Scholar]
 * Rodriguez, A. J. (2015). What about a dimension of equity, engagement and
   diversity practices? A critique of the next generation science standards.
   Journal of Research in Science Teaching, 52(7), 1031–1051.
   https://doi.org/10.1002/tea.21232 [Crossref], [Web of Science ®], [Google
   Scholar]
 * Rodriguez, A. J., & Morrison, D. (2019). Expanding and enacting
   transformative meanings of equity, diversity and social justice in science
   education. Cultural Studies in Science Education, 14(2), 265–281.
   https://doi.org/10.1007/s11422-019-09938-7 [Crossref], [Web of Science
   ®], [Google Scholar]
 * Santos, B. S., Nunes, J. A., & Meneses, M. P. 2008. Introduction: Opening up
   the canon of knowledge and recognition of difference. In B. S. Santos,
   Another knowledge is possible: Beyond northern epistemologies (pp. XIX–LXII).
   Verso Books [Google Scholar]
 * Sedano, W. (2013). La enseñanza de la química orgánica desde la perspectiva
   de la interculturalidad. Nousitz: Revista de investigación científica y
   tecnológica, 54(junio), 821–831. [Google Scholar]
 * Sulimma, M. (2009). Relations between epistemological beliefs and culture
   classifications. Multicultural Education & Technology Journal, 3(1), 74–89.
   https://doi.org/10.1108/17504970910951165 [Crossref], [Google Scholar]
 * Tarozzi, M. (2012). Intercultural or multicultural education in Europe and
   the United States. In B. Della Chiesa, J. Scott, & C. Hinton (Eds.),
   Languages in a global world: Learning for better cultural understanding. OECD
   Publishing. https://doi.org/10.1787/9789264123557-28-en [Google Scholar]
 * Teo, T. (2013). Different perspectives of cultural mediation: Implications
   for the research design on studies examining its effect on students’
   cognition. Cultural Studies of Science Education, 8(2), 295–305.
   https://doi.org/10.1007/s11422-012-9437-8 [Crossref], [Google Scholar]
 * Tovar-Gálvez, J. C. (2021). The epistemological bridge as a framework to
   guide teachers to design culturally inclusive practices. International
   Journal of Science Education, 43(5), 760–776.
   https://doi.org/10.1080/09500693.2021.1883203 [Taylor & Francis Online], [Web
   of Science ®], [Google Scholar]
 * Tovar-Gálvez, J. C., & Acher, A. (2019). Relaciones entre la epistemología de
   las ciencias y las epistemologías tradicionales: contribuciones a la práctica
   didáctica. CIMIE19 (pp. 1–7). AMIE. [Google Scholar]
 * Tovar-Gálvez, J. C., & Acher, A. (2021). Design of intercultural teaching
   practices for science education based on evidence. Enseñanza de las Ciencias,
   39(1), 99–115. https://doi.org/10.5565/rev/ensciencias.2891 [Web of Science
   ®], [Google Scholar]
 * Tubino, F. (2005). La praxis de la interculturalidad en los Estados
   Nacionales Latinoamericanos. Cuadernos Interculturales, 3(5), 83–96.
   http://www.redalyc.org/pdf/552/55200506.pdf [Google Scholar]
 * UNESCO. (2008). Inclusive education: The way of the future. UNESCO. [Google
   Scholar]
 * Valladares, L. (2011a). Hacia una educación científica comprehensiva e
   intercultural: las espirales de enseñanza-aprendizaje de las ciencias.
   Horizontes educacionales, 16(1), 31–48.
   http://www.redalyc.org/articulo.oa?id=97922274004 [Google Scholar]
 * Valladares, L. (2011b). Un modelo dialógico intercultural de educación
   científica. Cuadernos Interculturales, 9(16), 119–134.
   http://www.redalyc.org/pdf/552/55218731008.pdf [Google Scholar]
 * van den Akker, J., Gravemeijer, K., McKenney, S., & Nieveen, N. (2006).
   Introduction to educational design research. In J. van den Akker (Ed.),
   Educational design research (pp. 1–8). Routledge. [Google Scholar]
 * Walsh, C. (2009). Interculturalidad, Estado, Sociedad Luchas (De) Coloniales
   de Nuestra Época. Universidad Andina Simón Bolívar. [Google Scholar]
 * Wartha, E. J., Silva, E. L. D., & Bejarano, N. R. R. (2013). Cotidiano e
   contextualização no ensino de química. Química nova na escola, 35(2),
   84–91. [Google Scholar]
 * Wickman, P. -O. (2004). The practical epistemologies of the classroom: A
   study of laboratory work. Science Education, 88(3), 325–344.
   https://doi.org/10.1002/sce.10129 [Crossref], [Web of Science ®], [Google
   Scholar]
 * Wickman, P. -O. (2012). Using pragmatism to develop didactics in Sweden.
   Zeitschrift für Erziehungswissenschaft, 15(3), 483–501.
   https://doi.org/10.1007/s11618-012-0287-7 [Crossref], [Web of Science
   ®], [Google Scholar]
 * Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2012). Proposing a
   core set of instructional practices and tools for teachers of science.
   Science Education, 96(5), 878–903.
   https://doi.org/10.1002/sce.21027 [Crossref], [Web of Science ®], [Google
   Scholar]





REPRINTS AND CORPORATE PERMISSIONS

Please note: Selecting permissions does not provide access to the full text of
the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on
the relevant link below:

Order Reprints Request Corporate Permissions


ACADEMIC PERMISSIONS

Please note: Selecting permissions does not provide access to the full text of
the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and
submit this Permissions form. For more information, please visit our Permissions
help page.

Download PDF
 * More Share Options
   

 


RELATED RESEARCH

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI
driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.

 * People also read
 * Recommended articles
 * Cited by

‘Outsiders’ and ‘others’: ‘different’ teachers teaching in culturally diverse
classrooms
Ninetta Santoro
Teachers and Teaching
Published online: 15 Feb 2007
Teachers working in culturally diverse classrooms: implications for the
development of professional standards and for teacher education
Sue Thomas et al.
Asia-Pacific Journal of Teacher Education
Published online: 3 Jun 2008
Teaching in culturally diverse contexts: what knowledge about ‘self’ and
‘others’ do teachers need?
Ninetta Santoro
Journal of Education for Teaching
Published online: 22 Jan 2009
View more
This article does not have any Crossref citations yet Subscribe to citations
updates and we'll alert you whenever this article get cited
Subscribe to citation updates


BROWSE JOURNALS BY SUBJECT

Back to top
 * Area Studies
 * Arts
 * Behavioral Sciences
 * Bioscience
 * Built Environment
 * Communication Studies
 * Computer Science
 * Earth Sciences
 * Economics, Finance, Business & Industry
 * Education
 * Engineering & Technology
 * Environment & Agriculture
 * Environment and Sustainability
 * Food Science & Technology
 * Geography
 * Global Development
 * Health and Social Care
 * Humanities
 * Information Science
 * Language & Literature
 * Law
 * Mathematics & Statistics
 * Medicine, Dentistry, Nursing & Allied Health
 * Museum and Heritage Studies
 * Physical Sciences
 * Politics & International Relations
 * Social Sciences
 * Sports and Leisure
 * Tourism, Hospitality and Events
 * Urban Studies


INFORMATION FOR

 * Authors
 * R&D professionals
 * Editors
 * Librarians
 * Societies


OPEN ACCESS

 * Overview
 * Open journals
 * Open Select
 * Dove Medical Press
 * F1000Research


OPPORTUNITIES

 * Reprints and e-prints
 * Advertising solutions
 * Accelerated publication
 * Corporate access solutions


HELP AND INFORMATION

 * Help and contact
 * Newsroom
 * All journals
 * Books


KEEP UP TO DATE

Register to receive personalised research and resources by email
Sign me up
Taylor and Francis Group Facebook page
Taylor and Francis Group Twitter page
Taylor and Francis Group Linkedin page

Taylor and Francis Group Youtube page
Taylor and Francis Group Weibo page



Copyright © 2023 Informa UK Limited Privacy policy Cookies Terms & conditions
Accessibility

Registered in England & Wales No. 3099067
5 Howick Place | London | SW1P 1WG


AcceptCookie Policy

We use cookies to improve your website experience. To learn about our use of
cookies and how you can manage your cookie settings, please see our Cookie
Policy. By closing this message, you are consenting to our use of cookies.


YOUR DOWNLOAD IS NOW IN PROGRESS AND YOU MAY CLOSE THIS WINDOW

Did you know that with a free Taylor & Francis Online account you can gain
access to the following benefits?
 * Choose new content alerts to be informed about new research of interest to
   you
 * Easy remote access to your institution's subscriptions on any device, from
   any location
 * Save your searches and schedule alerts to send you new results
 * Export your search results into a .csv file to support your research

Have an account?
Login now Don't have an account?
Register for free




LOGIN OR REGISTER TO ACCESS THIS FEATURE

Have an account?
Login now Don't have an account?
Register for free
Register a free Taylor & Francis Online account today to boost your research and
gain these benefits:
 * Choose new content alerts to be informed about new research of interest to
   you
 * Easy remote access to your institution's subscriptions on any device, from
   any location
 * Save your searches and schedule alerts to send you new results
 * Export your search results into a .csv file to support your research

Register now or learn more