Literaturnachweis - Detailanzeige
| Autor/in | Walls, Leon |
|---|---|
| Titel | Awakening a Dialogue: A Critical Race Theory Analysis of U.S. Nature of Science Research from 1967 to 2013 |
| Quelle | In: Journal of Research in Science Teaching, 53 (2016) 10, S.1546-1570 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4308 |
| DOI | 10.1002/tea.21266 |
| Schlagwörter | Science Education; Scientific Literacy; Critical Theory; Race; Scientific Principles; Literature Reviews; Racial Differences; Whites; African Americans; Hispanic Americans; American Indians; Minority Groups; Disproportionate Representation |
| Abstract | As the nation's K-12 classrooms become increasingly more racially, culturally, and linguistically diverse, it is incumbent upon the science community to seize opportunities to attend to the rhetoric of reform, namely to enhance scientific literacy for all students. Using Critical Race Theory (CRT) as a framework, this study examined 112 nature of science (NOS) research peer-reviewed studies conducted in the U. S. from (1967 to 2013). Results suggests that while White participants are being represented in the NOS research, Black, Latino, Native American and other people of color, were found to be disproportionally excluded as participants. Implications of excluding these individuals are explored and suggestions for making NOS research more equitable are discussed. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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