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

perception of students that the type of science education practiced in schools is preparation for those heading for careers in science (Fensham, 1986). There are numerous ways to address the issue of student engagement and retention in urban settings in science classes. Atwater (1996) argued for science education that focuses on sociocultural context, or the cultural heritage of the learners, instead of traditional paradigms for science with little regard for the learners. Many others studies have also highlighted a need to explore multiple ways of knowing and to allow students to experience science that is reflective of the social, historical, and political contexts in which science has been constructed (Roychoudhary, Tippins, & Nichols, 1995).

Fensham (1986) further argued that more attention needs to be paid to the factors that affect science instruction in the classrooms so that students are able to use their experiences outside the school; appreciate different aspects of natural phenomenon, leading to students' excitement and providing novel experiences; and experience situated scientific knowledge to enhance student engagement and retention. Cunningham and Helms (1998) supported this contention by arguing for restructured science classes to illuminate facets of real science that are currently missing and to help make science more appealing to different types of people.

Student performance in science in urban schools is a major concern for many educators (Atwater, Gardner, & Wiggins, 1995). Researchers indicated that various factors such as poverty and deprivation, lack of parental involvement, segregated schools, and an irrelevant Eurocentric school curriculum could contribute to the failure of urban children in schools (Irvine & York, 1993). Traditional paradigms for science education research focused on the learning of science with little regard for the sociocultural contexts or the cultural compositions of the learners (Atwater, 1996).

Review of the literature led to the conclusion that there has been an apparent lack of empirical studies in the United States on alternative curricula such as the one being used in this study. Furthermore, the impact of implementation of a contextualized science curriculum in urban middle schools has not been explored, established, and documented in the current