Teaching Science in Secondary Schools

Amos, Sandra; Boohan, Richard

doi:10.4324/9781315013169

Cited by 2 publications

(2 citation statements)

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“…This quote gives a particular viewpoint into issues of control over science curriculum. There are long-standing disagreements concerning how school science should be taught-as an accumulation of base line facts and unquestionable truths, or as an interdisciplinary interconnected exploratory practice (Amos & Boohan, 2013;Barab & Luehmann, 2003). Moreover, this conversation takes place within institutional confines, as the teacher remarks, and concerns maneuvers of control over how science teaching and learning are carried out.…”

Section: Relating Teacher Quotes To Heuristicmentioning

confidence: 99%

Developing Political Activity as if the World is on Fire

Das

Adams

Strong

et al. 2020

Journal of Critical Thought and Praxis

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This piece examines the formulation of political activity among science teachers during a time of rising global movements. Situated amidst continuous calls for educational reform, specifically for science teaching and learning (Bang et. al, 2012;Carter, 2005), this work forwards an argument to explicitly cultivate the political activity of teachers as a means to engage a justice-centered science (Morales-Doyle & Gutstein, 2019;Strong, 2017). The development of teacher identity (Avraamidou, 2016) in connection with the political economy of schools and society is examined through a concept of personhood (Stetsenko, 2012), positing that social change and activism is formative and integral to human nature. Using grounded theory approach, we analyzed educators' responses from dialogic interviews regarding science education in the context of a large, urban district, and situate teacher articulations and positionality regarding informal and formal science education. These articulations elucidate forms of political engagement in the context of a socio-political history of colonialism, capitalism, and imperialism (Mutegi, 2011). This piece presents a heuristic in order to widen a view of science teacher articulations and enactments -calling attention to the time and support necessary to develop a transformative activist stance (Stetsenko, 2011).

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Section: Relating Teacher Quotes To Heuristicmentioning

confidence: 99%

Developing Political Activity as if the World is on Fire

Das

Adams

Strong

et al. 2020

Journal of Critical Thought and Praxis

View full text Add to dashboard Cite

show abstract

“…Learning about science content knowledge and methods is important but can be a depersonalized approach to science (Eshach, 2009;Kubli, 1999;Solbes & Traver, 2003; for more on content-based instruction see Amos, & Boohan, 2002;Bennett, 2005;Sutman & Bruce, 1992). Depersonalized science is less attractive to students because it is often devoid of human endeavors, everyday contexts, and inflexible in study routines (Cawthorn & Rowell, 1978).…”

Section: Theoretical Rationale For a Struggle-oriented Instructional mentioning

confidence: 99%

Motivating Students' STEM Learning Using Biographical Information

Ahn

Luna-Lucero²,

Lamnina

et al. 2016

IJDL

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Science instruction has focused on teaching students scientific content knowledge and problem-solving skills. However, even the best content instruction does not guarantee improved learning, as students’ motivation ultimately determines whether or not they will take advantage of the content. The goal of our instruction is to address the “leaky STEM pipeline” problem and retain more students in STEM fields. We designed a struggle-oriented instruction that tells stories about how even the greatest scientists struggled and failed prior to their discoveries. We describe how we have gone about designing this instruction to increase students’ motivation and better prepare them to interact and engage with content knowledge. We first discuss why we took this struggle-oriented approach to instruction by delineating the limitations of content-focused science instruction, especially from a motivational standpoint. Second, we detail how we designed and implemented this instruction in schools, outlining the factors that influenced our decisions under specific situational constraints. Finally, we discuss implications for future designers interested in utilizing this approach to instruction.

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Teaching Science in Secondary Schools

Cited by 2 publications

References 0 publications

Developing Political Activity as if the World is on Fire

Developing Political Activity as if the World is on Fire

Motivating Students' STEM Learning Using Biographical Information

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