Regina P. McCurdy 
Original article: McCurdy, R. P. (2025). The science relevancy bridge: Connecting intersectionality and science identity in science learning experiences. Journal of Research in Science Teaching, 62(9), 2103-2124. DOI: https://doi.org/10.1002/tea.70015

We are often told to make science "relevant," but actually putting that into practice can feel vague. This article introduces a research-based tool called the Science Relevancy Bridge (SRB) to help teachers connect a student’s cultural identity with their growing identity as a scientist.

Why it Matters 

Many teachers want to create inclusive lessons but lack a clear framework to do so. Without a specific strategy, it is difficult to counter negative societal messages and help students see themselves as people who "belong" in science.

Key Findings for the Classroom

• The Power of Identity: Relevant learning creates a necessary dialogue between a student's sociocultural background and their science identity.
• Approach Relevancy through Four Dimensions: Effective science relevancy happens across four key dimensions: science for everyday life, science and society, science learning preparedness, and the foundations of scientific thinking.
• “BRIDGES” Connect Us: Teachers play a critical role in shaping how students see themselves by building connections, reflecting on their own beliefs, and eliciting student feedback.

Practical Tips for Teachers

Teachers can use this acronym as a guide when planning and teaching to ensure their lessons are truly inclusive and relevant.

B – Build Connections: Invite students to contribute to and lead classroom discussions using their own cultural perspectives.

R – Reflect Critically: Look closely at your own curriculum, teaching practices, and personal beliefs through the lens of your students' backgrounds.

I – Identify Dimensions: Choose which of the four SRB dimensions (like science and society or everyday life) you want to highlight in upcoming lessons to deepen their relevance.

D – Develop Plans: Use specific reflective prompts and action steps to guide how you design your lesson units and daily instruction.

G – Guide Learners: Lead students through activities with a constant awareness of the unique ways they are making sense of the science content.

E – Elicit Feedback: Frequently ask for student input throughout the lesson to keep their voices, experiences, and backgrounds at the center of the room.

S – Support Ongoing Work: Use student feedback and reflective steps to continually enrich your teaching and strengthen your relationships with students.