Culturally responsive elementary science teaching: A meta-analysis of current science teaching studies and implications

Abstract This study utilizes the meta-analysis method described by Timulak (2009) to create a more cohesive understanding of culturally responsive (CR) science teaching. This phenomenon is explored by defining the characteristics of CR teaching from the extant literature and comparing those characteristics to current CR science teaching studies with a focus on the elementary level. Six themes emerge from the selected studies, representing both the extant literature and the current CR science teaching studies. As this study demonstrates, additional themes of CR science teaching are not represented in the extant literature. Additionally, no one study addresses all six themes. This paper will make the argument to include these six themes in future studies, which will result in more cohesive findings and lead to evidence-based strategies for implementing CR teaching in elementary preservice teacher settings.</jats:p