Research on Multicultural Issues in Science Classroom

Abstract

This article is about classroom practices from multicultural point of view especially in the case of science classroom at primary level. The main purpose of this article is to assess reality of science classroom in comparison to ideal culturally responsive science classroom. Gram Sewa Higher Secondary School is the study location. Indicators of ideal science classroom were prepared and practices in science classroom were observed on the basis of these indicators to draw the real situation. The real situation of science classroom indicated that the physical environment of classroom (seating chart and classroom decoration) and psychological environment of classroom (language of instruction, teachers' understanding, planning, teaching methods, learning aids, motivation, assignment system, assessment system and extracurricular activities) were based on melting pot approach. Most of the teachers’ teaching practices were found neither culturally relevant nor culturally responsive. The performance of marginalized group students was lower than others. There is a need of reformation to address classroom diversity and make it culturally responsive