Becoming an Insider: Teaching Science in Urban Settings

Autor/inn/en	Calabrese Barton, Angela; Berchini, Christina
Titel	Becoming an Insider: Teaching Science in Urban Settings
Quelle	In: Theory Into Practice, 52 (2013) 1, S.21-27 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/07351690.2013.743765
Schlagwörter	Urban Areas; Science Instruction; Place Based Education; Educational Strategies; Cultural Literacy; Emotional Intelligence; Science Education; Theory Practice Relationship; Parent Participation + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrstrategie; Emotionale Intelligenz; Naturwissenschaftliche Bildung; Theorie-Praxis-Beziehung; Elternmitwirkung
Abstract	The discourse of urban science education is often framed by discussions of achievement gaps and limited resources. Although these realities are part of the urban education landscape, they focus on deficits--what urban youth and their teachers and schools lack. We argue that it is more productive to frame urban science education as a function of place. Place, in the urban classroom, accounts not only for the physical spaces of the community but also for the historical and sociocultural dimensions that play out as people interact with and in place. We argue that becoming an insider within the multidimensions of place is critical to science teaching environments that value and sanction their students' unofficial and often non-dominant ways of knowing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10