Dimensions of Communication in Urban Science Education: Interactions and Transactions

Autor/in	Emdin, Christopher
Titel	Dimensions of Communication in Urban Science Education: Interactions and Transactions
Quelle	In: Science Education, 95 (2011) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20411
Schlagwörter	Urban Education; Science Education; Urban Youth; Minority Group Students; High School Students; Classroom Communication; Science Teachers; Misconceptions; Interpersonal Communication; Ethnography + Suchen Sie Ihr Suchwort? Stadtteilbezogenes Lernen; Naturwissenschaftliche Bildung; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Klassengespräch; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Missverständnis; Interpersonale Kommunikation; Ethnografie
Abstract	This paper is birthed from my lifelong experiences as student, teacher, administrator, and researcher in urban science classrooms. This includes my years as a minority student in biology, chemistry, and physics classrooms, 10 tears as science teacher and high school science department chair, 5-years conducting research on youth experiences in urban science classrooms, and current work in preparing science teachers for teaching in urban schools. These experiences afford me both emic and etic lenses through which to view urban science classrooms and urban youth communities. This paper, both experiential and research based, forms an ethnography of urban youth communication and introduces the science education community to an aspect of science teaching that has been overlooked in traditional science education research. In documenting urban youth communication across social fields, this paper contributes to the research in science education that addresses science talk with urban youth in science classrooms (C. Ballenger, 1997; P. Gee, 1997). More specifically, I utilize the lenses I bring to urban science education research to interrogate the larger research questions of whether urban students' modes of communication are supported in the urban science classroom and the effects of this support or lack thereof on true participation/engagement of urban youth in science. (Contains 1 table.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10