New Perspectives in Science Education
Shaping Inquiry-Based and Culturally Relevant Learning in the 21st Century Science Classroom: Examining a Fifth Grade Properties of Light Curriculum Using a Reflective Framework
Alicia Reid, The Dalton School (United States)
Hyun Davidson, The Dalton School (United States)
Jake Henin, The Dalton School (United States)
Abstract
Educators in K-12 science at our school consistently look for ways to reflect upon and evaluate their curriculum so that they can facilitate a high level of rigor and inquiry-based learning into their practice. This is done to not only maximize student learning outcomes, but it also serves as a mechanism for educator growth and professional development. Inquiry-based learning is one of the core tenets of our school. Building upon the seminal work in ‘Education on the Dalton Plan’ by Helen Parkhurst [1], our school’s founder and the pedagogical inspiration for over 400 schools around the world [2], we have developed a modifiable reflective framework designed for individual educators or educator teams to evaluate the rigor and depth of a unit of study. This paper presents the underlying process and models how we employed this tool for a fifth grade properties of light unit. We postulate that this framework provides a structured, accessible means for educators to reflect thoughtfully on their curriculum, such that changes, if necessary, can be implemented to best support their students’ conceptual understanding and foster a sense of scientific curiosity.
Keywords: Inquiry-based learning; reflective framework; culturally relevant pedagogy; curriculum development; The Dalton Plan; K-12 science education
REFERENCES
[1] Parkhurst, H., “Education on the Dalton Plan”, New York, E. P. Dutton & Company, 1922
[2] Berends, R., “Helen Parkhurst, Founder of the Dalton Plan”, Deventer, Saxion Progressive Education University Press, 2023, 6
