STEM Teacher Training Network of the Netherlands

Inclusive Science Teaching Workshop

Inclusive Science Teaching

Are you interested in equity, diversity and inclusion in education? Have you experienced challenges in your teaching regarding these topics?

This USO funded workshop will provide the space to share own personal experiences and doubts, jointly discuss different approaches to tackle EDI aspects in the field of science teaching and gain a better understanding of what is at stake when it comes to equity in education. The two-sessions workshop intends to empower teachers from the Faculty of Science to embrace inclusive teaching as an ongoing process that does not take place overnight but rather is a cycle that involves reflection and comes from a genuine place. 

Upcoming Workshop Dates 2022-2023

Cycle 1- Online Workshop

Session 1 Monday 9th January- 15h to 17h

Session 2 Monday 30th January- 15h to 17h

Cycle 2- Workshop on location at the Buys Ballotgebouw

Session 1 Wednesday 22nd February- 11h to 13h

Session 2 Wednesday 15th March- 11h to 13h

If you are interested in participating in these (free) workshops, please send an email to (Aitana BILINSKI).

If you are interested but are unable to make it in those dates, please send us with your availability. More dates will be scheduled soon.
Project members: Arthur Bakker, Aitana Bilinski, Miriam de Boer, Abigail Nieves Delgado and Chahida Bouhamou.


This UU workshop (“USO” funded) will provide the space to share own personal experiences and doubts, jointly discuss different approaches to tackle Equity, Diversity and Inclusion (EDI) aspects in the field of science teaching and gain a better understanding of what is at stake when it comes to equity in education. The two-part workshop intends to empower teachers from the Faculty of Science to embrace inclusive teaching as an ongoing process that does not take place overnight but rather is a cycle that involves reflection and comes from a genuine place.

Inclusive science teaching (Video 2022 about the pilot Workshop (Samar Khan, Eleanor Rowan, Aitana Bilinski).Staff and students of the Freudenthal Institute have designed a workshop to help science teachers reflect on, and reorient, their teaching practices. Here is what a couple of pilot group members have to say about it.


An international, interdisciplinary team is developing a workshop on inclusive teaching in a STEM setting specifically for the Faculty of Science.
This workshop will be available to all lecturers in the Faculty of Science with an interest in developing their skills and knowledge in the area of inclusive Science teaching. The two-part workshop will include a personal development homework project to complete and reflect on in the second session.
We are developing a workshop to empower teachers from the faculty to embrace inclusive teaching as an ongoing process that does not take place overnight but rather is a cycle that involves reflection and comes from a genuine place. With this workshop we wish to instil confidence and motivation for teachers to practice more inclusive teaching.


Diversity and inclusion are key challenges for Science education in the 21st century. The Equality, Diversity, and Inclusion (EDI) committee of the Faculty of Science has so far focused on gender issues for personnel, and offers trainings on bias in recruitment. These initiatives are very important. However, the international literature indicates that teaching is also an important part of inclusive education, and that the challenges are to an extent specific to mathematics, computer science, the natural and life sciences (e.g., Avraamidou, 2020; Solomon, 2007). This workshop is therefore intended to build on existing initiatives and support the formation of a community of practice within the faculty, defining and practising inclusive Science education in the Dutch context.

Freudenthal Institute Teachers Collaborating for the Inclusive Science Teaching Workshop

On November 23rd, 2021, 15 teachers from the Freudenthal Institute joined us for a discussion around ‘Inclusive Science Teaching’. Central sheets in this meeting were:

the timeline:


  • _____ (2013). Reducing early school leaving: Key messages and policy support. Final Report of the Thematic Working Group on Early School Leaving. Brussels: European Committee.
  • _____ (2015). Joint Report of the Council and the Commission on the implementation of the Strategic framework for European cooperation in education and training(ET2020). New priorities for European cooperation in education and training. Brussels: European Union.
  • Ainley, J., Pratt, D. and Hansen, A. (2006). Connecting engagement and focus in pedagogic task design (PDF) British Educational Research Journal, 32(1), 23-38. 10.1080/01411920500401971
  • Akkerman, S. F., Bakker, A. and Penuel, W. R. (2021). Relevance of educational research: An ontological conceptualization (PDF) Educational Researcher, 50(6), 414–424
  • Amaral, O., Garrison, L. and Klentschy, M. (2002). Helping English learners increase achievement through inquiry-based science instruction Bilingual Research Journal, 26(2), 213–239
  • Ariza, M. R., Abril, A. M., Quesada, A. and García, F. J. (2014). Bridging inquiry based learning and science education on socio scientific issues: contributions to the parrise european project, INTED2014.
  • Armstrong, F. (2016). Inclusive education: School cultures, teaching and learning (PDF). In G. Richards and F. Armstrong (Eds.), Teaching and learning in diverse and inclusive classrooms. Key issues for new teachers (pp. 7–18). Abingdon, Oxon, New York, NY: Routledge.
  • Artigue, M. and Blomhøj, M. (2013). Conceptualising inquiry-based education in mathematics (PDF) ZDM International Journal on Mathematics Education, 45(6), 797-810
  • Ascher, M. (1991). Ethnomathematics. A Multicultural View of Mathematical Ideas (PDF). Belmont, California: Wadsworth, Inc.
  • Avraamidou, L. (2019). “I am a young immigrant woman doing physics and on top of that I am Muslim”: Identities, intersections, and negotiations (PDF) Journal of Research in Science Teaching, 57(3), 311–341. 10.1002/tea.21593
  • Banks, J. A. (1993). Multicultural Education: Historical Development, Dimensions, and Practice (PDF) Review of Research in Education, 19(1993), 3-49
  • Banks, J. A. and McGee Banks, C. A. (Eds.). (2004). Multicultural education: Issues and perspectives. Wiley.
  • Barton, B. (1996). Making sense of ethnomathematics: Ethnomathematics is making sense (PDF) Educational Studies in Mathematics, 31, 201-233. 10.1007/BF00143932
  • Bazzul, J. (2014). Science Education as a Site for Biopolitical Engagement and the Reworking of Subjectivities: Theoretical Considerations and Possibilities for Research. In L. Bencze and S. Alsop (Eds.), Activist Science and Technology Education.
  • Bishop, A., Tan, H. and Barkatsas, T. N. (2015). Diversity in Mathematics Education Towards Inclusive Practices (PDF). Cham: Springer International Publishing.
  • Bishop, A. J. (1988). Mathematics education in its cultural context Educational Studies in Mathematics, 19, 179-191
  • Bishop, A. J. (1991). Mathematical Enculturation. A Cultural Perspective on Mathematics Education (PDF). Dordrecht: Springer.
  • Booth, T. and Ainscrow, M. (2002). Index for inclusion – developing learning and participation (PDF). Bristol: Centre for Studies on Inclusive Education (CSIE).
  • Brown, P. L. (2007). Cultural Diversity in the Science Classroom (PDF) Science and Children, Summer 2007, 60-61
  • Chinn, P. W. U. (2017). Why science education for diversity? Studies in Science Education, 53(1), 109-111. 10.1080/03057267.2016.1266813
  • Civil, M. (2002). Culture and Mathematics: A community approach Journal of Intercultural Studies, 23(2), 133-148
  • Civil, M. (2006). Building on community knowledge: An avenue to equity in mathematics education. In N. Nasir and P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 105-117). New York: Teachers College Press.
  • D’Ambrosio. (2001). Etnomatemática: Elo entre as tradições e a modernidade. Belo horizonte, MG: Autentica.
  • De Jong, E. M., Jellesma, F. C., Koomen, H. M. and De Jong, P. F. (2016). A values-affirmation intervention does not benefit negatively stereotyped immigrant students in the Netherlands (PDF) Frontiers in psychology, 7. 10.3389/fpsyg.2016.00691
  • Deci, E. L. and Ryan, R. M. (Eds.). (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
  • Ensign, J. (2005). Helping teachers use students’ home cultures in mathematics lessons: Developmental stages of becoming effective teachers of diverse students. In A. Rodriguez and R. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy (pp. 225-242). Mahwah, NJ: Lawrence Erlbaum.
  • Forgasz, H. and Rivera, F. (Eds.). (2012). Advancec in mathematics education. Towards equity in mathematics education: Gender, culture and diversity (PDF). Dordrecht: Springer.
  • Geerlings, J., Thijs, J. and Verkuyten, M. (2017). Student-teacher relationships and ethnic outgroup attitudes among majority students Journal of Applied Developmental Psychology, 52(69–79). 10.1016/j.appdev.2017.07.002
  • Germain-McCarthy, Y. and Owens, K. (2005). Mathematics and multi-ethnic students: Exemplary practices. Larchmont, N.Y.: Eye On Education.
  • Gifford, C., Gocsal, A., Rado, B., Gonçalves, S. and Wolodzko, E. (2007). Intercultural learning for European citizenship: How every higher education course can develop competences to appreciate diversity and multiculturality, work in international contexts, and understand other cultures and customs. London: London Metropolitan University.
  • Gilbert, J. (2006). On the nature of ‘context’ in chemical education (PDF) International Journal of Science Education, 28(9), 957-976
  • Harper, S. G. (2017). Engaging Karen refugee students in science learning through a cross-cultural learning community International Journal of Science Education, 39(3), 358-376. 10.1080/09500693.2017.1283547
  • Hazelkorn, E. (2015). Science education for Responsible Citizenship (PDF) (pp. 88). Brussels: European Commission.
  • Jussim, L. and Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies Personality and social psychology review, 9(2), 131-155
  • Ladson-Billings, G. J. (1999). Preparing Teachers for Diverse Student Populations: A Critical Race Theory Perspective Review of Research in Education, 24, 211-247
  • Lemke, J. (2001). Articulating Communities: Sociocultural perspectives on science education Journal of research in science teaching, 38(3), 296-316
  • Leonard, J., Moore, C. M. and Brooks, W. (2013). Multicultural Children’s Literature as a Context for Teaching Mathematics for Cultural Relevance in Urban Schools The Urban Review, September 2013. 10.1007/s11256-013-0264-3
  • Lipka, J. (2005). Math in a cultural context: Two case studies of a successful culturally based math project Anthropology and Education Quarterly, 36(4), 367–385
  • Lynch, S., Kuipers, J., Pyke, C. and Szesze, M. (2005). Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grant Journal of Research in Science Teaching, 42, 921-946
  • Maass, K. (2011). How can teachers’ beliefs affect their professional development? ZDM, 43(4), 573-586
  • Milner, H. R. and Smithney, M. (2003). How teacher educators created a course curriculum to challenge and enhance preservice teachers’ thinking and experience with diversity Teaching Education, 14(3), 293-305. 10.1080/1047621032000135195
  • Mingo, C. (1999). Grounded practice. Lessons in Anasazi mathematics. Emerging from the multicultural classroom. In J. Trentacosta (Ed.), Multicultural and gender equity in the mathematics classroom (pp. 169-176). New York: NCTM.
  • Minner, D. D., Levy, A. J. and Century, J. (2010). Inquiry-Based Science Instruction — What Is It and Does It Matter? Results from a Research Synthesis Years 1984 to 2002. (PDF) Journal of Research in Science Teaching, 47(4), 474-496
  • New, W. and Merry, M. (2014). Is diversity necessary for educational justice? (PDF) Educational Theory, 64(3)
  • Nijboer, Y. L. (2011). The Ethnic Identity and Inter-Ethnic Relations of Primary and Secondary School Students in the Former Yugoslav Republic of Macedonia. A quantitative study & network analysis (pp. 34). Utrecht: Utrecht University.
  • Orey, D. C. (2004). The algorithm collection project (ACP): The ethnomathematics of basic number sense acquisition across cultures (PDF) In Mariotti (Ed.), Third Conference of the European Society for Research in Mathematics Education.
  • Prediger, S. and Wessel, L. (2013). Fostering German-language learners’ constructions of meanings for fractions—design and effects of a language- and mathematics-integrated intervention Mathematics Education Research Journal, 25, 435–456. 10.1007/s13394-013-0079-2
  • Prescod-Weinstein, C. (2020). Making Black Women Scientists under White Empiricism: The Racialization of Epistemology in Physics Signs, 45(2). doi:10.1086/704991 .
  • Rainey, K., Dancy, M., Mickelson, R., Stearns, E. and Moller, S. (2018). Race and gender differences in how sense of belonging influences decisions to major in STEM (PDF) International Journal of STEM Education, 5(1), 10. 10.1186/s40594-018-0115-6
  • Rainey, K., Dancy, M., Mickelson, R., Stearns, E. and Moller, S. (2019). A descriptive study of race and gender differences in how instructional style and perceived professor care influence decisions to major in STEM (PDF) International Journal of STEM Education(6). 10.1186/s40594-019-0159-2
  • Raveendran, A. and Bazzul, J. (2021). Socialized medicine has always been political: COVID‑19, science and biopower in India Cultural Studies of Science Education, 16, 995–1013. 10.1007/s11422-021-10093-1
  • Revina, S. (2017). Influence of Culture on the Adaptation of Realistic Mathematics Education in Indonesia (PDF) (pp. 274). Hong Kong: University of Hong Kong.
  • Ritosa, A. (2017). Interventions Supporting Mathematics and Science In-service and Pre-service Teachers’ Cultural Responsiveness. A Systematic Literature Review from 1995-2017 (PDF) (pp. 29). Jönkoping: Jönkoping University.
  • Sieckelinck, S., Kaulingfreks, F. and De Winter, M. (2015). Neither villains nor victims: towards an educational perspective on radicalisation British Journal of Educational Studies, 63(3), 329-343. 10.1080/00071005.2015.1076566
  • Smit, J., Bakker, A., Van Eerde, D. and Kuijpers, M. (2016). Using genre pedagogy to promote student proficiency in the language required for interpreting line graphs (PDF) Mathematics Education Research Journal, 28, 457-478. 10.1007/s13394-016-0174-2
  • Solomon, Y. (2007). Not belonging? What makes a functional learner identity in undergraduate mathematics? (PDF) Studies in Higher Education, 32(1), 79–96
  • Sorge, S. (2020). Report on the evaluation of the project Supporting Mathematics and Science Teachers in addressing Diversity and promoting fundamental Values (MaSDiV) (PDF). Freiburg: Pädagogische Hochschule Freiburg, International Centre for STEM Education (ICSE). .
  • Steen, L. A. (Ed.). (2001). Mathematics and Democracy. The case for quantative literacy (PDF). NCED (National Council on Education and the disciplines).
  • Taylor, L. (1997). Integrating mathematics and American Indian cultures. In J. Trentacosta (Ed.), Multicultural and gender equity in the mathematics classroom (pp. 169-176). New York: NCTM.
  • Thijs, J. (2017). Student-teacher relationships and interethnic relations. In A. Rutland, D. Nesdale and C. Spears Brown (Eds.), Handbook of group processes in children and adolescents. Oxford: Wiley.
  • Trentacosta, J. (Ed.). (1997). Multicultural and gender equity in the mathematics classroom. Yearbook NCTM. Reston: NCTM.
  • Valero, P., Caligari, L., Norén, E., Skog, K. and Österling, L. (2021, 24-29 September 2021). Diversity and inclusion in mathematics teacher education: Lessons from Chile and Sweden. Paper presented at the Exploring new ways to connect Proceedings of the Eleventh International Mathematics Education and Society Conference (MES 11), Klagenfurt.
  • Van den Bergh, L., Denessen, E., Hornstra, L., Voeten, M. and Holland, R. W. (2010). The implicit prejudiced attitudes of teachers: Relations to teacher expectations and the ethnic achievement gap (PDF) American Educational Research Journal, 47(2), 497-527. 10.3102/0002831209353594
  • Van San, M., Sieckelinck, S. and Se Winter, M. (2013). Ideals adrift: An educational approach to radicalization Ethics and Education, 8(3), 276-289. 10.1080/17449642.2013.878100
  • Verran, H. (2001). Science and African logic (PDF). Chicago: The University of Chicago Press.
  • Walma van der Molen, J. (2020). Why do dutch girls do not choose for science and engineering? a focus on gender stereotypes and a lack of female role models. Paper presented at the 48th Sefi – Conference – Société Europeènne pour la formation des Ingenieurs, Enschede.
  • Wilson, C., Taylor, J., Kowalski, S. and Carlson, J. (2010). The Relative Effects and Equity of Inquiry-Based and Commonplace Science Teaching on Students’ Knowledge, Reasoning, and Argumentation Journal of Research in Science teaching, 47(3), 276-301
  • Woolfolk, H. A. (2000). Culture and Diversity. In W. H. A. (Ed.), Educational psychology in teacher education (pp. 180-236). Edinburgh: Person Education Limited.


  • MaSDiV (european project on diversity in science/mathematics)


  • Arthur Bakker
  • Aitana Bilinski
  • Miriam de Boer
  • Abigail Nieves Delgado
  • Chahida Bouhamou


  • Arthur Bakker
  • Aitana Bilinski
  • Miriam de Boer
  • Vincent Jonker
  • Samar Khan
  • Eleanor Rowan

The project is supported with money from the Utrecht Education Stimulation Foundation (USO), Utrecht University