Literaturnachweis - Detailanzeige
Autor/inn/en | Arreguín-Anderson, María Guadalupe; Ruiz-Escalante, José Agustín |
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Titel | "Adivinanzas" and "Dichos": Preparing Prospective Educators to Teach Science by Incorporating Culturally Responsive Tools |
Quelle | In: Journal of Latinos and Education, 17 (2018) 1, S.84-91 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1534-8431 |
DOI | 10.1080/15348431.2016.1257427 |
Schlagwörter | Culturally Relevant Education; Delivery Systems; Ethnic Diversity; Educational Resources; Qualitative Research; Preservice Teacher Education; Preservice Teachers; Mexican Americans; Observation; Reflection; Lesson Plans; Science Curriculum; Bilingual Students; Proverbs; Teaching Methods; Teaching Skills; Case Studies Auslieferung; Bildungsmittel; Qualitative Forschung; Lehramtsstudiengang; Lehrerausbildung; Hispanoamerikaner; Beobachtung; Lesson planning; Unterrichtsplanung; Sprichwort; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Case study; Fallstudie; Case Study |
Abstract | Culturally relevant science pedagogy is seldom discussed in terms of infusion of literary resources, such as "adivinanzas" and "dichos" in the design of instruction. In this study, the authors narrate how a science methods course was infused with the use of culturally responsive tools to purposefully connect to the elementary science curriculum. Results indicate that prospective Latino teachers found multiple opportunities to address specific science objectives with "adivinanzas" and expressed the advantages of using these culturally responsive tools to introduce and summarize science concepts as they implemented lessons during field experience. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |