Department

Elementary and Early Childhood Education

Document Type

Article

Publication Date

3-13-2025

Embargo Period

7-21-2025

Abstract

This paper critiques traditional science assessments and advocates for reform-based learning that supports culturally diverse students, aligned with the Next Generation Science Standards (NGSS). While NGSS promotes collaborative, inquiry-driven practices, these are often difficult to assess through traditional high-stakes tests, which tend to reinforce systemic biases and marginalize students from non-dominant backgrounds. We examine the Lotions and Potions: Science through Black Hair Care curriculum, which uses a culturally sustaining approach, allowing students to respond flexibly in assessments. This approach enables students to participate fully in science practices without needing to conform to dominant cultural norms. Our findings highlight the benefits of culturally sustaining assessments that foster student voice, support diverse sense-making, and challenge exclusionary norms in science education. By positioning students as active knowledge builders who can draw on their cultural identities, such frameworks offer a more inclusive, empowering science learning experience. Future research will expand this model by refining pedagogical practices and curriculum design, particularly through culturally relevant applications of NGSS Science and Engineering Practices (SEPs) to further inclusivity in science and engineering education.

Journal Title

Education Sciences

Journal ISSN

2227-7102

Volume

15

Issue

3

Digital Object Identifier (DOI)

10.3390/educsci15030359

Comments

This article received funding through Kennesaw State University's Faculty Open Access Publishing Fund, supported by the KSU Library System and KSU Office of Research.

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