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The review aligns the ERASMUS+ DiSSI initiative with research perspectives and highlights practices for inclusive education and support for disadvantaged learners.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/diversity-and-inclusion-in-science-education-why-a-literature-review/598424/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/diversity-and-inclusion-in-science-education-why-a-literature-review/598424.png","ImageObject",300,407,{"name":42,"@type":43},"A glass of water","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the literature review argue about the importance of science education?","Question",{"text":63,"@type":64},"It argues that effective science education is vital for economic success in a knowledge-based age and supports participation in democratic decision-making.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which dimensions of diversity does the review say science education should address?",{"text":68,"@type":64},"It highlights multiple aspects, including culture, language, scientific literacy, and gender, along with broader social factors affecting students in many countries.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the review connect its focus to the ERASMUS+ DiSSI project?",{"text":72,"@type":64},"The review aims to align DiSSI with studies on diversity and inclusion in science education and summarizes project goals and partner-shared good practices.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598424,1792231553,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":127,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","DOI: [https://doi.org/10.26529/cepsj.1718](https://doi.org/10.26529/cepsj.1718)  \nDiversity and Inclusion in Science Education: Why? A Literature Review  \nRachel Mamlok-Naaman1  \n• In the last twenty years, there has been a consensus around the world that effective science education is vital to economic success in the emerging knowledge age. It is also suggested that knowledge of science and scientific ways of thinking is essential to participation in democratic decisionmaking. Students may recognise differences and advocate diversity, but assimilating those ideas requires the creation of conditions in which students can think deeply about situations that require tolerance. Schools in many countries and regions of the world are places shaped by cultural diversity. One may observe that in many schools there are social developments like migration and demographic and value change, consequently increasing the diversity of students. The issue of diversity in science education is therefore tackled according to many aspects, e.g., culture, language, scientific literacy and gender. The aim of the present literature review is to align the ERASMUS+ project Diversity in Science towards Social Inclusion with studies and views regarding diversity and inclusion in science education. The main goals of this project were to promote inclusive education and to train and foster the education of disadvantaged learners through a range of measures, including supporting education staff in addressing diversity and reinforcing diversity among education staff. Practices dealing with dimensions of diversity and inclusion in science education are developed and the partners shared the good practices that they developed.  \nKeywords: diversity, inclusion, chemistry language, culture, scientific literature  \n1 Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel; [rachel.mamlok@weizmann.ac.il](rachel.mamlok@weizmann.ac.il).  \n14 diversity and inclusion in science education: why? a literature review  \nRaznolikost in inkluzija v naravoslovnem izobraževanju: zakaj – pregled literature  \nRachel Mamlok-Naaman  \n• V zadnjih dvajsetih letih je bilo po vsem svetu doseženo soglasje, da je učinkovito naravoslovno izobraževanje ključnega pomena za gospodarski uspeh v nastajajoči dobi znanja. Prav tako se domneva, da je poznavanje naravoslovja in znanstvenih načinov razmišljanja bistveno za sodelovanje pri demokratičnem sprejemanju odločitev. Učenci lahko prepoznavajo razlike in zagovarjajo raznolikost, vendar je za usvajanje teh idej treba ustvariti pogoje, v katerih lahko učenci poglobljeno razmišljajo o situacijah, ki zahtevajo strpnost. Šole v številnih državah in regijah sveta so kraji, ki jih oblikuje kulturna raznolikost. Opazimo lahko, da v veliko šolah prihaja do družbenih dogajanj, kot so: migracije ter demografske in vrednostne spremembe, kar posledično povečuje raznolikost učencev. Vprašanje raznolikosti v naravoslovnem izobraževanju se zato obravnava glede na številne vidike, npr. kulturo, jezik, naravoslovno pismenost in spol. Namen tega pregleda literature je uskladiti projekt ERASMUS+ DiSSI (Diversity in Science towards Social Inclusion) s študijami in pogledi na raznolikost in inkluzijo v naravoslovnem izobraževanju. Glavni cilji tega projekta so bili: spodbujanje inkluzivnegaizobraževanja ter usposabljanje in spodbujanje izobraževanja prikrajšanih učencev z različnimi ukrepi, vključno s podporo izobraževalnemu osebju pri obravnavanju raznolikosti in krepitvi raznolikosti med izobraževalnim osebjem. Razvite so bile prakse, ki obravnavajo razsežnostiraznolikosti in inkluzije v naravoslovnem izobraževanju, partnerji pa so delili dobre prakse, ki so jih razvili.  \nKljučne besede: raznolikost, inkluzija, kemijski jezik, kultura, znanstvena literatura  \nIntroduction  \nDiversity in Science towards Social Inclusion (DiSSI) was an ERASMUS+ project initiated by Professor Silvija Markic from LMU in Germany. The main objective of the proje","cbCaip0adyvqUn9w","https://ap.wps.com/l/cbCaip0adyvqUn9w","pdf",162867,"English","# Introduction\n## DiSSI project background\n## Rationale for diversity and inclusion\n## Evidence from prior studies","[{\"question\":\"What does the literature review argue about the importance of science education?\",\"answer\":\"It argues that effective science education is vital for economic success in a knowledge-based age and supports participation in democratic decision-making.\"},{\"question\":\"Which dimensions of diversity does the review say science education should address?\",\"answer\":\"It highlights multiple aspects, including culture, language, scientific literacy, and gender, along with broader social factors affecting students in many countries.\"},{\"question\":\"How does the review connect its focus to the ERASMUS+ DiSSI project?\",\"answer\":\"The review aims to align DiSSI with studies on diversity and inclusion in science education and summarizes project goals and partner-shared good practices.\"}]","Diversity and Inclusion in Science Education: Why? - A Literature Review | PDF",1792086905,48]