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Students are more likely to succeed when their racial, ethnic, and cultural identities are reflected in classroom learning. This applies to science as well, which—despite its universal appeal—has diverse origins and global achievement involving nearly every group. The paper examines how Ontario’s Grade 1–8 science curricula align with James Banks’s four approaches to ensure diversity, finding neither the 1998 nor 2007 versions challenges science’s perceived Western origins.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/appropriately-diverse-the-ontario-science-and-technology-curriculum-tested-against-the-banks-model/596582/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/appropriately-diverse-the-ontario-science-and-technology-curriculum-tested-against-the-banks-model/596582.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper argue that diversity matters in science education?","Question",{"text":112,"@type":113},"It links students’ success to having their racial, ethnic, and cultural identities reflected in the classroom and argues that science, though universal, also has diverse origins shaped by global contributions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study evaluate Ontario’s science curricula?",{"text":117,"@type":113},"It uses classical content analysis to test the 1998 and 2007 versions of Ontario’s science curriculum for Grades 1–8 against James Banks’s four approaches for ensuring racial, ethnic, and cultural diversity.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the main finding about the 1998 and 2007 curricula?",{"text":121,"@type":113},"Neither curriculum, including the 2007 version’s claim to implement anti-discriminatory education principles, challenges the perception that science is fundamentally Western.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596582,1792121949,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Appropriately Diverse?  \nThe Ontario Science and Technology Curriculum Tested Against the Banks Model  \nDonatille Mujawamariya  \nUniversité d’Ottawa  \nAmani Hamdan  \nUniversity of Dammam (Saudi Arabia)  \nAbstract  \nThe growing diversity of Ontario’s population is increasing pressure on the education system to ensure that all students receive equal opportunities to excel academically and develop personally. Students are more likely to succeed if their own racial, ethnic, and cultural identity is reflected in the classroom. This observation applies no less to science than it does to the humanities and social sciences. While science has a universal quality, flowing from its ability to transcend geographic and cultural frontiers, it is also diverse in origin. Science is a global story of achievement in which nearly every racial, ethnic, and cultural group has played a vital role. This diversity is not adequately appreciated in Ontario, Canada, or the Western world because the default assumption of most Europeans and European descendants is that science is fundamentally Western. Science curricula must therefore direct, convince and equip teachers to rebut this assumption and thereby engage the interest of students of all backgrounds. This paper uses classical  \nCANADIAN JOURNAL OF EDUCATION 36:4 (2013)©2013 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[http://www.cje-rce.ca](http://www.cje-rce.ca)  \ncontent analysis to test the 1998 and 2007 versions of the Ontario science curriculum for Grades 1 to 8 against James Banks’s four approaches for ensuring racial, ethnic and cultural diversity in school programs. Our findings show that neither the 1998 nor the 2007 curricula, despite the latter’s claim to implement the principles of an anti-discriminatory education, challenge the perception of science as fundamentally Western in origin.  \nKeywords: Multiculturalism, science education, anti-discrimination, history of science  \nPrécis  \nLa diversité croissante de la population ontarienne presse de plus en plus le systèmed’éducation afin qu’il fasse en sorte que tous les étudiants aient les mêmes chances d’exceller au point de vue pédagogique et de se développer au plan personnel. Les étudiants sont plus susceptibles de réussir si leur identité raciale, ethnique et culturelle se reflètedans la salle de classe. Cette observation s’applique tout autant à la science qu’elle nes’applique aux sciences humaines et sociales. Bien que la science ait une qualité universelle, découlant de sa capacité à transcender les frontières géographiques et culturelles, elle est aussi issue d’origines diverses. La science représente une vaste histoire de réalisations au cours de laquelle presque tous les groupes raciaux, ethniques et culturels ontjoué un rôle essentiel. Cette diversité n’est pas suffisamment appréciée en Ontario (Canada), ou en Occident, car l’idée préconçue de la plupart des Européens et de leurs descendants veut que la science soit fondamentalement occidentale. Les programmes d’enseignementdes sciences doivent donc orienter, convaincre et équiper les enseignants pour qu’ilspuissent réfuter cette hypothèse et ainsi susciter l’intérêt des étudiants de tout horizon. Cet article utilise l’analyze de contenu classique pour tester les programmes d’enseignement des sciences de l’Ontario de 1998 et de 2007, à l’intention des élèves de la première à la huitième année, en fonction des quatre approches de James Banks pour assurer la diversité raciale, ethnique et culturelle dans les programmes scolaires. Nos résultatsrévèlent que ni les programmes de 1998 ni ceux de 2007, malgré la prétention que ce dernier met en œuvre les principes d’une éducation antidiscriminatoire, ne remettent en question la perception que la science est fondamentalement d’origine occidentale.  \nIntroduction  \nOntario is already one of the most racially, ethnically, and culturally diverse jurisdictions in Canada, if not in North Ame","cbCaif0sR0v2ThGX","https://ap.wps.com/l/cbCaif0sR0v2ThGX","pdf",312141,33,"English","# Abstract\n# Keywords\n# Précis\n# Introduction","[{\"question\":\"Why does the paper argue that diversity matters in science education?\",\"answer\":\"It links students’ success to having their racial, ethnic, and cultural identities reflected in the classroom and argues that science, though universal, also has diverse origins shaped by global contributions.\"},{\"question\":\"How does the study evaluate Ontario’s science curricula?\",\"answer\":\"It uses classical content analysis to test the 1998 and 2007 versions of Ontario’s science curriculum for Grades 1–8 against James Banks’s four approaches for ensuring racial, ethnic, and cultural diversity.\"},{\"question\":\"What is the main finding about the 1998 and 2007 curricula?\",\"answer\":\"Neither curriculum, including the 2007 version’s claim to implement anti-discriminatory education principles, challenges the perception that science is fundamentally Western.\"}]","Appropriately Diverse? - The Ontario Science and Technology Curriculum Tested Against the Banks Model | PDF",1792083343,83]