How to Foster Student-Student Learning of Science? The Student, the Teacher and the Subject Matter

Autor/in	Bianchini, Julie A.
Titel	How to Foster Student-Student Learning of Science? The Student, the Teacher and the Subject Matter
Quelle	In: Cultural Studies of Science Education, 6 (2011) 4, S.871-882 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-011-9359-x
Schlagwörter	Stellungnahme; Females; Student Participation; Teacher Role; Science Teachers; Classroom Environment; Science Instruction; Science Education; Peer Relationship; Disproportionate Representation; Minority Group Students; Gender Differences; Racial Differences; Teacher Student Relationship; Student Diversity; Culturally Relevant Education; Multicultural Education; Educational Principles; Educational Research; Equal Education + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Peer-Beziehungen; Geschlechterkonflikt; Rassenunterschied; Teacher student relationships; Lehrer-Schüler-Beziehung; Multikulturelle Erziehung; Bildungsprinzip; Bildungsforschung; Pädagogische Forschung
Abstract	In this response to Konstantinos Alexakos, Jayson K. Jones, and Victor H. Rodriguez's study, I discuss ways attending to student membership in groups can both inform research on equity and diversity in science education and improve the teaching of science to all students. My comments are organized into three sections: how underrepresented students' experiences in science classrooms are shaped by their peers; how science teachers can help students listen to and learn from one another; and how the subject matter can invite or discourage student participation in science. More specifically, I underscore the need for teachers and students to listen to one another to promote student learning of science. I also highlight the importance of science education researchers and science teachers viewing students both as individuals and as members of multiple groups; women of color, for example, should be understood as similar to and different from each other, from European American women and from ethnic minorities in general. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10