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| Titel: |
Casting shadows in the science classroom |
| Auteur: |
Nolan, Kathleen |
| Verschenen in: |
Canadian journal of science, mathematics and technology education |
| Paginering: | Jaargang 3 (2003) nr. 2 pagina's 213-229 |
| Jaar: |
2003-04 |
| Inhoud: |
Research in mathematics and science education frequently directs one's attention to the limited content knowledge of elementary pre-service teachers. It is believed, however, that research of this nature leads to a deficit approach to understanding more about the teaching and learning of these subjects. In addition to focusing on the knowers of school mathematics and science, there is a call to acknowledge the problematic nature of knowing (in) mathematics and science. In this paper, the metaphor of shadows is used in a critical exploration of what it means to know and how the cultures of classrooms have shaped these images of knowing. Through the voices of pre-service teachers, this paper directs one's attention to objects that cast shadows on the learning and knowing of mathematics and science. Three such shadow-casting objects discussed in this paper are textbooks, teachers, and gendered ideology. The paper seeks to critically illuminate the problematic nature of what it means to know (in) mathematics and science by examining the shadowy texture of unquestioned ideologies. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 6 van 25 gevonden artikelen
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