Creating Survival Strategies: What Can Be Learned from a Science Class?

Autor/inn/en	Goulart, Maria Ines Mafra; Soares, Eduardo Sarquis
Titel	Creating Survival Strategies: What Can Be Learned from a Science Class?
Quelle	In: Cultural Studies of Science Education, 4 (2009) 3, S.587-594 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-008-9171-4
Schlagwörter	Stellungnahme; Elementary School Science; Scientific Attitudes; High Stakes Tests; Learning Processes; Science Process Skills; Social Mobility; Minority Groups; Science Instruction; Teaching Methods; Science Curriculum; Scientific Concepts; Hands on Science; Role; Academic Achievement + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Soziale Mobilität; Ethnische Minderheit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Rollen; Schulleistung
Abstract	Elementary science teaching has been considered by recent researchers as a process in which students should be engaged in a variety of activities to develop science concepts, science process skills and scientific attitudes. From this perspective, hands-on activities are prominent in this approach because it leads the students to both reflect on the natural and physical world, and understand the social role of science in society. In Upadhyay's article we follow an elementary teacher who struggles to implement a participatory method of science teaching in an environment that prioritizes high-stakes tests as the benchmarks for teachers' and students' success. In so doing, the teacher negotiates her identities in order to engage the students in the process of learning science even though the environment requires a teaching methodology that is against her beliefs. In our commentary on Upadhyay's article we argue that (a) the tensions experienced by teachers create the core of the process of fluidity identity; (b) the different forms of external control over the teaching are inherent in educational systems and also a demand of parents and society; and (c) the possibility for social mobility of minority students is a complex process that goes beyond the dichotomy identified in Upadhyay's article, namely that either the students learn to think scientifically, or the students learn tricks that enable them to succeed in the tests. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10