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Pressure, particles and pedagogy: bringing cultural relevance into the science classroom
Shah, Anjali
Shah, Anjali
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2026-03-12
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- Embargoed until 2226-03-12
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Abstract
As science teachers, we are often encouraged to “make it real”—to use everyday objects and experiences to illuminate abstract scientific concepts. Yet the notion of the "everyday" is not universal. What is familiar to one student may be entirely alien to another. In the multicultural science classroom, therefore, culturally relevant pedagogy offers an opportunity to connect curriculum content to pupils’ lived experiences in authentic, affirming ways.
This article explores how a simple household object—the pressure cooker—can be used to teach kinetic theory while also acting as a springboard for identity-affirming dialogue. Drawing on anecdotal classroom experiences, the piece reflects on how teacher identity can shape pedagogical choices, and how storytelling in science teaching can foster engagement, belonging, and curiosity.
Citation
Shah, A. (2026). Pressure, particles and pedagogy: bringing cultural relevance into the science classroom. School Science Review, 107(396), 11-13.
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Association of Science Education
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School Science Review
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Article
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0036-6811