Page 266 - Cultural Studies of Science Education

240 P.W.U. Chinn and D.D.M. Hana‘ike

(“Excuse me, Mr. Hana‘ike”) and how others should be treated. Requiring his
students to master middle-class social skills prepared them for positive relationships
with teachers and other adults. David explicitly connected this to social advancement
and economic opportunity. Direct instruction of targeted social skills was justified by
the importance of proper speech and behavior in the workplace.
After a few months, social expectations were internalized by most students with
infractions policed by peers. Students’ social and academic actions appeared exem-
plary to visitors unaware of the effort and practice that led to an orderly learning
environment. A preservice student reported he found it hard to believe students
were selected by their below-grade-level reading scores based on his observations
of similar students at other schools. He noted that in a 50 min lesson on energy,
David provided a reading, defined key vocabulary, and connected the topic to stu-
dents’ lives through their familiarity with cars. The reading was followed by a
discussion, quiz, and a group activity to build marshmallow–toothpick molecular
models. Groups named and sketched methane, ethanol, and propane, and other
hydrocarbon molecules, employing appropriate terms. After receiving David’s
approval, students dismantled their “molecules” and ate the marshmallows.
David said he provided his students with the same content as gifted and talented
students with instructional differences. To build reading and comprehension skills,
he presented key vocabulary and assigned short-content readings followed by quiz-
zes consisting of four multiple-choice questions. Students went up as soon as they
finished to check their papers but did not receive correct answers. They could take
their papers to be rechecked four times. Though this allowed a perfect score, the
high visibility of the checking process increased students’ motivation to perform
well. The activity was low stakes relative to grades but high stakes socially as peers
assessed each other’s reading competence.

Role of Culture in Science Learning: Modeling Multiple Identities

As an adult to strongly identify himself as Hawaiian, culture and place-based learn-
ing are deeply meaningful to David. He believes his students, whether Hawaiian or
not enjoy learning when it is relevant to their own everyday experiences and familiar
places. Mo‘olelo, stories; oli, chants; and sayings, ‘olelo no‘eau, learned in his
Hawaiian language and hula classes were especially relevant during field trips,
providing students with multidimensional understandings of place and teaching
respectful relationships between humans and nature.

Many trips with my students to the island of Hawai‘i allowed me and my colleagues to
strengthen our ability to work with students outside of the classroom. Being in “the field”
gives a teacher the ability to work towards developing strong bonds of “mentorship” with
alienated students. Using the indigenous culture of our islands has allowed my students to
see their ‘āina (land) through the eyes of a native practitioner who also happens to be their
teacher.
Indigenous practices also help students to appreciate how specific routines we take for
granted were “life or death” issues on an isolated island ecosystem, conservation of
resources and planting practices to name two. Many chants and proverbs hold secrets for