Science and Society in the Classroom: Using Sociocultural Perspec ...

curriculum developers alike have labored with a deficit of information about the potential long-term impact of these different approaches of curriculum and instruction in a larger context and the impact of these classroom practices on overall educational progress (Gallagher, 1994). Mullis and Jenkins (1988) also voiced some of their concerns by sharing that “before sweeping changes in curriculum are adopted, research is needed to establish the effects of content, sequence, and amount of science instruction on students' science learning” (p. 15).

The emerging interest in the effectiveness of alternative curricula presented a need for this study, as there is a dearth of systematic empirical studies that articulate both the conceptualization and impact of contextualized science curricula on urban middle school students in the United States (Koul, 1997). This study addresses this gap and investigates the impact of a contextualized science curriculum in an urban middle school science classroom. The research study also seeks ways of translating the theoretical framework of contextualized curriculum into feasible classroom practices, focusing on experimental inquiry and practical problem solving (see figure 1).

Many school districts have struggled with finding ways to meet the demands of implementation of the National Science Teachers Association (NSTA) standards, prepare students for state-mandated standardized tests, and provide meaningful, inquiry-based science curricula for their students. Thus, the development of a theoretical framework for contextualized science curriculum could provide insights into this process and could contribute towards the resolution of existing tensions between standardization and localization efforts in school districts (Koul, 1997). It is hoped that this study will be of help to curriculum decision makers and researchers in the field by identifying and establishing some guidelines for implementing relevant and meaningful science curricula in urban middle schools.

One of the major problems faced by the United States as a nation is attracting sufficient numbers of minority students and females into the fields of science, mathematics, and technology (Cheek, 1992). One reason for their lack of engagement in school science could be the