Intercultural innovation in the classroom: recovering the knowledge of native peoples through the chinampa for sustainability
Article Sidebar
Main Article Content
Abstract
In the knowledge society, dominated by a hegemonic focus on science and technology for economic purposes (UNESCO, 2005), other types of knowledge—especially from non-Western contexts—are systematically excluded. In response, this paper proposes incorporating the intercultural innovation model in the classroom from the perspective of Science, Technology, and Society (STS) studies, integrating scientific, technological, traditional, and local knowledge to promote a more plural and just knowledge society, where diverse social groups are recognized as active epistemic agents. The proposal is exemplified through a pedagogical experience in a fifth-grade dual language class at Fremont School, California, based on the 5E model (Engage, Explore, Explain, Elaborate, Evaluate). The learning sequence integrated historical, scientific, and ecological content on pre-Columbian chinampas, highlighting their cultural and environmental significance and the value of ancestral knowledge for sustainable solutions. The experience demonstrates the potential of an intercultural approach to enrich science education and foster critical thinking.
Article Details
Citas en Dimensions Service
References
Beltrán, D., Sarmiento, L., y Mora-Flores, E. (2012). Science for English language learners: Developing academic language through inquiry-based instruction. Shell Education.
Bybee, R. W. (2015). The BSCS 5E instructional model: Creating teachable moments. NSTA Press.
Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., y Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, CO: BSCS.
Cardak, O., Dikmenli, M., y Saritas, O. (2008). Effect of 5E instructional model in student success in primary school 6th year circulatory system topic. Asia-Pacific Forum on Science Learning and Teaching, 9(2).
García-Cruz, J. C. (2021). Innovación intercultural: Una propuesta desde las sociedades de conocimientos. UNAM.
Garcia-Grau, F., Valls, C., Piqué, N., y Ruiz-Martín, H. (2021). The long-term effects of introducing the 5E model of instruction on students’ conceptual learning. International Journal of Science Education, 43(9), 1441–1458. https://doi.org/10.1080/09500693.2021.1918354 DOI: https://doi.org/10.1080/09500693.2021.1918354
Hokkanen, S. L. (2011). Improving student achievement, interest and confidence in science through the implementation of the 5E learning cycle in the middle grades of an urban school. https://scholarworks.montana.edu/items/7f781d09-e1bc-470d-a732-155ab48ed72f
Kilavuz, Y. (2005). The effects of 5E learning cycle model based on constructivist theory on tenth grade students’ understanding of acid-base concepts. Middle East Technical University.
Olivé, L. (2009). Por una auténtica interculturalidad basada en el reconocimiento de la pluralidad epistemológica. En L. Tapia Mealla (Coord.), Pluralismo epistemológico (pp. 17–35). CLACSO, CIDES-Universidad Mayor de San Andrés.
Winter, S. G. (1991a). Competition and selection. En S. N. Durlauf y L. E. Blume (Eds.), The New Palgrave: A Dictionary of Economics. London: MacMillan.
Winter, S. G. (1991b). Evolution and natural selection. En S. N. Durlauf y L. E. Blume (Eds.), The New Palgrave: A Dictionary of Economics. London: MacMillan.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Educación Química por Universidad Nacional Autónoma de México se distribuye bajo una Licencia Creative Commons Atribución-NoComercial-SinDerivar 4.0 Internacional.
Basada en una obra en http://www.revistas.unam.mx/index.php/req.