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Investigating the impact of a non-tr...

Gilbert, Andrew Brian Thomas.

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Investigating the impact of a non-traditional approach to science in a diverse Southwestern high school classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Investigating the impact of a non-traditional approach to science in a diverse Southwestern high school classroom./
作者:	Gilbert, Andrew Brian Thomas.
面頁冊數:	223 p.
附註:	Co-Chairs: H. Prentice Baptiste; Paula Wolfe.
Contained By:	Dissertation Abstracts International63-11A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3072020
ISBN:	049391806X

Investigating the impact of a non-traditional approach to science in a diverse Southwestern high school classroom.
Gilbert, Andrew Brian Thomas.

Investigating the impact of a non-traditional approach to science in a diverse Southwestern high school classroom. - 223 p.

Co-Chairs: H. Prentice Baptiste; Paula Wolfe.

Thesis (Ph.D.)--New Mexico State University, 2002.

This study closely investigates student responses to a teacher utilizing a non-traditional approach to teaching science. This non-traditional approach includes incorporating classroom pedagogy informed by multicultural science education, feminist science, Indigenous science, and sociotransformative constructivism. These strategies provide spaces for historically underrepresented students to engage with science and partake in the work of real scientists. This study argues that when science educators incorporate these ideas into their teaching it increases the student interest in science and helps them to envision the importance that science content can have upon their individual lives.

ISBN: 049391806XSubjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Investigating the impact of a non-traditional approach to science in a diverse Southwestern high school classroom.
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245 1 0 $a Investigating the impact of a non-traditional approach to science in a diverse Southwestern high school classroom.
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500 $a Co-Chairs: H. Prentice Baptiste; Paula Wolfe.
500 $a Source: Dissertation Abstracts International, Volume: 63-11, Section: A, page: 3838.
502 $a Thesis (Ph.D.)--New Mexico State University, 2002.
520 $a This study closely investigates student responses to a teacher utilizing a non-traditional approach to teaching science. This non-traditional approach includes incorporating classroom pedagogy informed by multicultural science education, feminist science, Indigenous science, and sociotransformative constructivism. These strategies provide spaces for historically underrepresented students to engage with science and partake in the work of real scientists. This study argues that when science educators incorporate these ideas into their teaching it increases the student interest in science and helps them to envision the importance that science content can have upon their individual lives.
520 $a I undertook a critical ethnographic approach to data collection and analysis in two separate sections of Mr. Carl Hill's Health and Wellness classroom at La Norteña High School. I carried out various data collection techniques that included participant observations, individual interviews, focus group interviews, anonymous written surveys, student journal entries, and other classroom activities. The analysis of this data was heavily informed by the rules of discourse analysis where patterns talk are used to interpret the meanings and motivations of student responses.
520 $a The major findings of the study indicated that teachers and students have definitive classroom roles that include creating a safe classroom space for students to pursue scientific questions that pertain to their lives. This safe atmosphere was co-constructed by teacher and students and sustained through respectful interaction throughout the year. This classroom environment was referred to as the Process of Praxis. This process enabled students to reconceptualize the possibilities within their lives and question their socialized understandings of the world around them, which I refer to as taking on critical stances. Once these ideas are in place, students began to articulate changes in themselves as well as newer conceptions for the possibilities within their lives and communities.
520 $a In totality, these findings demonstrate that this non-traditional approach to science was effective in allowing students to see how science content can connect to their lives in meaningful ways. Furthermore, this study has serious implications concerning the classroom atmosphere that teachers must create and sustain within their classrooms in order to interest students in the classroom content.
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