A Researcher-Student-Teacher Model for Democratic Science Pedagogy: Connections to Community, Shared Authority, and Critical Science Agency

Autor/in	Basu, S. Jhumki
Titel	A Researcher-Student-Teacher Model for Democratic Science Pedagogy: Connections to Community, Shared Authority, and Critical Science Agency
Quelle	In: Equity & Excellence in Education, 43 (2010) 1, S.72-87 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
Schlagwörter	Social Justice; Educational Practices; Democratic Values; Teaching Methods; Science Instruction; Models; Interviews; Observation; Power Structure; Immigrants; Secondary School Students; Secondary School Teachers; Teacher Attitudes; Student Attitudes; Urban Schools + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Analogiemodell; Interviewing; Interviewtechnik; Beobachtung; Immigrant; Immigrantin; Immigranten; Sekundarschüler; Lehrerverhalten; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This article presents a model for democratic pedagogy in science classrooms that is based on an examination of existing literature on democratic educational practices and on teacher and student ideas about how this pedagogy can take shape and be operationalized in science classrooms. A goal of democratic science pedagogy is to explore ways of teaching science for social justice among diverse school populations by drawing on the ideas and assets of students and teachers. Drawing upon interview and observational data, the model shows democratic science pedagogy as centered in constructions of community, shared authority, and critical science agency--students relying on subject-matter knowledge to make change and to redress power differentials in their lives. (Contains 2 tables, 2 figures, and 2 notes. This article was written with Angela Calabrese Barton.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10