Abstract
This chapter focuses on a groundbreaking pedagogical movement termed contemplative pedagogy and its potential to revolutionize the way science is both taught and learned in multicultural science classrooms. Contemplative pedagogy is a philosophy of education that utilizes contemplative practices that allow students to focus internally and be the driving force behind their own learning. Examples of contemplative pedagogies include mindfulness, beholding (focusing on an image), contemplative reading and writing, deep listening, and contemplative transitional pedagogies. Contemplative pedagogy has the unique ability to foster greater concentration and attention, enhance analytical and problem-solving skills, and deepen understanding of and connection to the course material as well as promote multicultural competencies in teachers – attributes that clearly facilitate the understanding and learning of science content.
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Smith, S., Pitts, W. (2021). Contemplative Pedagogy – Implications for Multicultural Science Education. In: Atwater, M.M. (eds) International Handbook of Research on Multicultural Science Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-37743-4_58-1
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