Name: Teaching Science in Diverse Settings. Marginalized Discourses and Classroom Practice
Price: 34.96 USD
Availability: InStock
Author: Angela Calabrese Barton;Margery D. Osborne
ISBN: 9780820449906

portada Teaching Science in Diverse Settings. Marginalized Discourses and Classroom Practice

Teaching Science in Diverse Settings. Marginalized Discourses and Classroom Practice

Formato

Libro Físico

Editorial

Peter Lang Publishing Inc

Autor

Angela Calabrese Barton;Margery D. Osborne

Colección

Counterpoints

Año

2001

N° páginas

357

Encuadernación

Tapa Blanda

Dimensiones

15.40 x 26.50 x 2.40 cm

ISBN13

9780820449906

Teaching Science in Diverse Settings. Marginalized Discourses and Classroom Practice

Angela Calabrese Barton;Margery D. Osborne (Autor) · Peter Lang Publishing Inc · Tapa Blanda

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Reseña del libro "Teaching Science in Diverse Settings. Marginalized Discourses and Classroom Practice"

The essays in this book draw from current debates concerning schooling and the need for liberatory education, the social construction of science and of identity, and systems of race, class, and gender oppression and domination. These works force us to confront such questions as, How can we shape practice and curriculum to address the needs of diverse learners? In what ways do the marginalized discourses in theory and practice push us to fundamentally reformulate our conceptions of teachers/teaching, students/learning, and subject matter knowledge (science and what it means to know and do science) and the multiple relationships between and among these domains? In what ways do the marginalized discourses in theory and practice push us to fundamentally reformulate our conceptions of «science for all?» What it really means, in the day-to-day practice of teachers, to enact more liberating pedagogies? This collection serves to educate readers about the importance, history, and possibilities for marginalized discourses in science education and also to engage readers in multiple cases where contributors have systematically applied and examined what happens when these theoretical frames are brought to bear in classroom practice (K-12 science and science teacher education).