Diversity in Science towards Social Inclusion
Non-formal Education in Science for Students’ Diversity
Promoting inclusive teaching practices for dealing with several dimensions of diversity simultaneously.
Previous
Next

Meet our

Silvija Markic

Ludwigsburg University of Education, Germany
more

Sarah Hayes

University of Limerick, Ireland
more

Jane Essex

University of Strathclyde, UK
more

Iztok Devetak

University of Ljubljana, Slovenia
more

Marina Stojanovska

Ss. Cyril and Methodius University of Skopje, North Macedonia
more

About the Project

Approaches for inclusive science teaching currently tend to focus on only one dimension of diversity at a time. This neglects the fact that diversity is multidimensional in nature and the consideration of only one dimension of diversity can yield inclusive practices of only limited scope.

The goal of the DiSSI project (Diversity in Science towards Social Inclusion – Non-formal Education in Science for Students’ Diversity) is, therefore, to promote inclusive teaching practices for dealing with several dimensions of diversity simultaneously. Researchers from Ireland, Germany, the UK, Slovenia, and Macedonia, will develop a teaching approach that considers the needs of (i) students with a low socio-economic status, (ii) students of ethnic minorities or with cultural backgrounds that differ from the mainstream culture, (iii) with low linguistic skills, and (iv) gifted students. These groups are particularly disadvantaged in science education as it has been shown in research.

Methods and examples of good practice for dealing with these dimensions of diversity in science education will be developed. For this purpose, a pedagogical model of differentiation is developed. The teaching will be inclusive in the sense that it allows for cooperative learning while supporting the learning progress of the four disadvantaged groups of students together. The development will take place in settings of non-formal education because these allow for the freedom to try different approaches.

In order to implement the concept in formal education, pre- and in-service teacher training on the DiSSI approach for inclusive science teaching will be provided. In addition, the researchers will seek to implement the DiSSI approach in different school curricula and beyond, through strong partnerships and further network with teachers, school principals, and policy makers.

Innovation

Pedagogical Model of Differentiation

Structure of the Project