Looking through the Lenses of Science Literacy and Cultural Diversity: Learning from Helena's Mistake

Autor/in	Chinn, Pauline W. U.
Titel	Looking through the Lenses of Science Literacy and Cultural Diversity: Learning from Helena's Mistake
Quelle	In: Cultural Studies of Science Education, 7 (2012) 2, S.441-446 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-012-9378-2
Schlagwörter	Stellungnahme; Foreign Countries; Class Activities; Cultural Pluralism; Learning Theories; Student Diversity; Immigrants; Science Instruction; Science Education; Cultural Background; Student Motivation; Learning Motivation; Student Characteristics; Classroom Environment; Scientific Literacy; Science Laboratories; Teaching Methods; Learning Processes; Sweden + Suchen Sie Ihr Suchwort? Ausland; Kulturpluralismus; Learning theory; Lerntheorie; Immigrant; Immigrantin; Immigranten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Schulische Motivation; Motivation for studies; Lernmotivation; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schweden
Abstract	Maria Andree focuses on an immigrant student whose error in a laboratory activity leads to a novel, colorful outcome that she excitedly shares with peers. After engaging in class activities for a few weeks she returns to her earlier dislike of science, saying: "I hate science, particularly Chemistry." The classroom activity system focused on reproduction of school knowledge did not expand to accommodate Helena's "new activity system with an object of learning science." This essay suggests teachers be prepared to teach diverse students in ways supporting multiple ways to engage in science. This becomes possible when teachers view their classrooms as dynamic, participatory activity systems that support content mastery as contributing to but not being identical to science identity and science literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10