Improving Urban Science Education

New Roles for Teachers, Students, and Researchers

AvKenneth Tobin,Rowhea Elmesky

Häftad, Engelska, 2005

Del i serien Reverberations: Contemporary Curriculum and Pedagogy

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Beskrivning

Many would argue that the state of urban science education has been static for the past several decades and that there is little to learn from it. Rather than accepting this deficit perspective, Improving Urban Science Education strives to recognize and understand the successes that exist there by systematically documenting seven years of research into issues salient to teaching and learning in urban high school science classes. Grounded in the post structuralism of William Sewell—and brought to life through the experiences of different students, teachers, and school settings in Philadelphia—this book shows how teachers and students can work together to enact meaningful science education when social and cultural differences as well as inappropriate curricula often make the challenges seem insurmountable. Chapters contain rich images of urban youth and each strives to offer insights into problems and suggestions for resolving them. Most significant, in spite of the challenges, the research offers hope and shows that fresh approaches to teaching and learning can lead students—some who have already been pronounced academic, even societal, failures—to becoming avid and deep learners of science.

Produktinformation

Utgivningsdatum:2005-03-31
Mått:150 x 221 x 29 mm
Vikt:567 g
Format:Häftad
Språk:Engelska
Serie:Reverberations: Contemporary Curriculum and Pedagogy
Antal sidor:376
Förlag:Bloomsbury Publishing Plc
ISBN:9780742537057

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Mer om författaren

Kenneth Tobin is Presidential Professor in The Graduate Center at The City University of New York. Rowhea Elmesky is associate professor at Washington University. Gale Seiler is associate professor at the University of Maryland, Baltimore.

Recensioner i media

Tobin (NSF Distinguished Teaching Scholar) and colleagues have created lively and personable accounts of how researchers, teachers, and students can work together to identify patterns and contradictions through cogenerative dialogue. This process produces collective agreements intended to improve the urban science-learning environment. These fresh insights offer hope and the notion that successful teaching revolves around positive emotional energy. Highly recommended.

Innehållsförteckning

Chapter 1 The Who, What, Where, and How of Our Urban Ethnographic ResearchChapter 2 Urban Science as a Culturally and Socially Adaptive PracticeChapter 3 Painting the Landscape: Urban Schools and Urban ClassroomsChapter 4 Organizational Mediation of Urban ScienceChapter 5 Playin on the Streets—Solidarity in the Classroom: Weak Cultural Boundaries and the Implications for Urban Science EducationChapter 6 All My Life I Been Po': Oral Fluency as a Resource for Science Teaching and LearningChapter 7 Becoming an Urban Science Teacher: The First Three YearsChapter 8 The Role of Cogenerative Dialogue in Learning to Teach and Transforming Learning EnvironmentsChapter 9 Learning Science and the Centrality of Student ParticipationChapter 10 Female Sexuality as Agency and Oppression in Urban Science ClassroomsChapter 11 Meeting the Needs and Adapting to the Capital of a Queen Mother and an Ol' Head: Gender Equity in Urban High School ScienceChapter 12 Paperclips + Polymers —> Problems: Learning to Use Levels of Representation in a High School Chemistry ClassroomChapter 13 An Autobiographical Approach to Becoming a Science Teacher in an Urban High SchoolChapter 14 Beyond Either-Or: Reconsidering Resources in Terms of StructuresChapter 15 My Cultural Awakening in the ClassroomChapter 16 Social and Cultural Capital in Science Teaching: Relating Practice and ReflectionChapter 17 Transforming the Future while Learning from the Past