Teachers' Attempts to Respond to Students' Lived Experiences

Autor/inn/en	Hagenah, Sara; Thompson, Jessica
Titel	Teachers' Attempts to Respond to Students' Lived Experiences
Quelle	In: Journal of Science Teacher Education, 32 (2021) 5, S.537-557 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hagenah, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2020.1869887
Schlagwörter	Science Teachers; Student Experience; Secondary School Teachers; Secondary School Students; Science Instruction; Relevance (Education); Context Effect; Teaching Methods; Middle Schools; High Schools; Planning; Student Participation + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Studienerfahrung; Sekundarschüler; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Relevance; Relevanz; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Ablaufplanung; Planungsprozess; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	How science teachers attend to key features of teaching scientific phenomena and the overlap with students' lives is the focus of this study. Our conceptual framework is informed by work on resource pedagogies, which examines how teachers build on students' language and stories of their lived experiences as a meaningful way to build content knowledge in a discipline. We examined 38 secondary science teachers' instruction, then purposefully selected 3 teachers who rated highest in being responsive to students' lived experiences in classroom discussions for an in-depth analysis. We observed 1 unit of instruction in each teacher's classroom and conducted interviews to examine teachers' pedagogical reasoning with students' resources. The findings suggest responsive practices teachers used to draw on students' lived experiences when planning and enacting phenomena-based instruction. (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	2024/1/01