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dc.contributor.author Buck, Gayle
dc.contributor.author Akerson, Valarie
dc.contributor.author Quigley, Cassie
dc.contributor.author Weiland, Ingrid S.
dc.date.accessioned 2018-06-18T20:03:48Z
dc.date.available 2018-06-18T20:03:48Z
dc.date.issued 2014
dc.identifier.citation Buck, G., Akerson, V., Quigley, C., & Weiland, I. (2014). Exploring the potential of using explicit reflective instruction through contextualized and decontextualized approaches to teach first-grade African American girls the practices of science. Electronic Journal of Science Education, 18(6), 1-21. en
dc.identifier.uri http://hdl.handle.net/2022/22213
dc.description Publisher's, offprint version en
dc.description.abstract Contemporary science education policy documents call for curriculum and pedagogy that lead to students’ active engagement, over multiple years of school, in scientific practices. This participatory action research study answered the question, “How can we successfully put twenty-three first-grade African American girls attending a gender school in an impoverished school district on the path to learning the practices of scientists”. The Young Children’s Views of Science (YCVOS) (Lederman, 2009) was used to interview these first-graders pre-, mid- and post-instruction during an instructional unit designed in response to many of the pedagogical strategies research has demonstrated to be effective in other contexts; explicit reflective instruction utilizing contextualized and decontextualized activities. Classroom observations, copies of student work and planning documents were also collected and analyzed. The cumulative findings indicated that the decontextualized aspects of our science initiative had positive impacts on the girls’ understandings of observation and inference while the contextualized aspects of instruction supported an increase in their understandings of empirical evidence. The contextualized aspect of instruction appeared to hinder our efforts in regards to observation and inference. The results extend current understandings of the potential of using these approaches to teach first-grade African American girls the practices of science by supporting some of the aspects of these approaches and raising questions in regard to others. en
dc.language.iso en en
dc.publisher Electronic Journal of Science Education en
dc.relation.isversionof http://ejse.southwestern.edu/article/view/12494/9220 en
dc.subject Scientific Practices en
dc.subject Gender en
dc.subject Inclusive Pedagogy en
dc.subject Nature of Science en
dc.subject Elementary en
dc.title Exploring the Potential of Using Explicit Reflective Instruction through Contextualized and Decontextualized Approaches to Teach First-Grade African American Girls the Practices of Science en
dc.type Article en


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