Abstract:

Ten to twelve-year-old Flemish pupils with low socioeconomic status and pupils with a migration background (further referred to as culturally diverse pupils) score low in comparison to other OECD (Organization for Economic Cooperation and Development) countries in terms of motivation for science. Research shows that Flemish science teachers often lack the didactic strategies that address and validate the cultural background and cultural capital of these pupils. Culturally responsive teaching (CRT) acknowledges and values pupils’ cultural backgrounds, which can contribute to fostering a supportive and inclusive environment that promotes autonomy and intrinsic motivation in learning.
The purpose of this research is to identify the specific criteria that CRT materials should meet to enhance intrinsic motivation in 10 to 12-year-old culturally diverse Flemish pupils for science.
In consultation with a professional learning community of 8 teachers, design criteria for CRT materials were identified, following an ‘Education Design Research’ strategy. Semi-structured interviews with the participating teachers showed that they are often familiar with the CRT but that they lack the language register to apply the CRT techniques in the science class. Examples of teacher-pupil dialogues for a selection of CRT techniques were developed. The materials were tested in a culturally diverse urban school. A quasi-experimental research design with both a pre–post-test and a control and experimental group was employed. The teacher-pupil dialogues were implemented for 6 weeks in 2 experimental classes of 18 pupils during science lessons. Whereas the two teachers in the experimental classes used the offered teacher-pupil dialogues, the two teachers in the two parallel control classes consisting of 18 pupils each, did not.
The impact on motivation was identified by the RAI (Relative Autonomy Index) using the Ryan’s motivation test. Comparing the pre- and postscoring results showed a significant rise of the RAI in the experimental groups. No rise was measured in the control groups.
In the Flemish context, CRT is useful to increase the motivation for science of pupils in culturally diverse classes, provided that the teachers use the extra language register in applying the CRT techniques. In further research the effect of this language register on the scientific literacy of pupils will be measured.

Keywords:

Culturally diverse, intrinsic motivation for science, culturally responsive teaching, 10 to 12-year old Flemish pupils, dialogical approach.