Ambitious Teachers' Design and Use of Classrooms as a Place of Science

Autor/in	Stroupe, David
Titel	Ambitious Teachers' Design and Use of Classrooms as a Place of Science
Quelle	In: Science Education, 101 (2017) 3, S.458-485 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21273
Schlagwörter	Science Instruction; Science Teachers; Student Participation; Classroom Techniques; Teacher Education; Learner Engagement; Case Studies; Knowledge Base for Teaching; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassenführung; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz
Abstract	This multicase study examines how three teachers enacting ambitious instruction purposefully designed and used their classroom as a "place of science" in which students participated in disciplinary practices. A place of science is a location that shapes the norms, values, and history of disciplinary practices. Each participant's classroom promoted unique forms of science, yet the participants' enactment of ambitious instruction produced a common use of classrooms--science became a public practice in which an anchoring phenomenon was puzzled over, modeled, and explained over time. The results of this study have two implications for science educators. First, a teacher's pedagogical preparation and science background shape how they design classrooms as a place of science. Second, though each teacher enacted ambitious instruction, they used classrooms to promote different forms of science. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01