A theoretical and methodological assembly to plan, teach and assess learning in science education with an intercultural approach

Abstract

Recent developments in multiple academic disciplines around the implications of culture on knowledge and science education, allow us to propose a theoretical and methodological foundation that contributes to science teachers in promoting intercultural scientific education. We assemble proposals at three levels: ontological, epistemological and didactic (planning, teaching, and learning assessment). At the ontological level, we resort to the model of partial overlaps. This model allows us to analyse possible relationships between culturally differentiated visions of reality and existence. At the epistemological level, we expose principles of pragmatic pluralism and critical interculturality as a tool to recognise differences and similarities between knowledge systems. At the didactic level, we consider the metatheory of the epistemological bridge, the theory of collateral learning and a methodological route of a contextual and situated nature. An example transversal to the text illustrates the theoretical principles and models selected at the ontological, epistemological and didactic levels. The mentioned example is the relationship between the visions of Chile's Mapuche culture and the chemical scientific community on dyes and mordants. Finally, we present intercultural teaching practices for science education to help teachers co-construct, together with experts from indigenous communities, situated didactic designs articulated to the local environment.