The teacher should be aware of the cultural identities of his or her students and should make every effort to include them in teaching. Family and community participation in science teaching and learning will reflect the community's cultures. Most families and communities ostensibly value science education, but may demonstrate these values in different ways. Teachers should study the composition of the community carefully and become fully aware of such conflicts. Teachers of science should not feel forced to compromise the values and ethics of what they teach, but often can find ways to thoughtfully accommodate deeply held beliefs by discussing beliefs at a different level, i.e. examining the role of belief in all human thought and the nature of knowledge.
Understanding is the first step toward effective integration of school and community resources.
7.3 Recommendations of the National Science Teachers Association School, family, and community resources are critical elements in the education of young people. Preservice teachers should learn to plan interdisciplinary thematic units with local relevance. They should be able to locate and communicate with people in the community with the potential for collaboration. All preservice students must understand that they function on the basis of a culturally-derived set of beliefs. These activities contribute to the experiences of precollege teachers and community members alike.