Reframing Education's Conversation: Science
Edited By Lynn A. Bryan and Kenneth Tobin
13 Questions: Reframing Education’s Conversation: Science examines thirteen critical questions confronting contemporary science education and a dynamic and evolving universe threatened by issues of sustainability and disharmony. The world’s leading scholars in science education utilize cutting-edge theories and analyses to illuminate possible pathways in a world threatened by global warming, mass extinctions, and pervasive conflicts. These provocative responses to some of the most difficult questions facing science education to date are intended to provoke, expand, and enlighten readers about possibilities for transforming and enhancing the social and physical worlds we inhabit and for which we are stewards.
The sections of 13 Questions address science curriculum; power and science education; quality of science teachers; quality of science students; quality of science teacher education; equity; language; religion; race; families; culture of science and science education; political issues and science education; and bold visions for science education. The book is international in scope and shows value for difference in the perspectives, values, and theoretical underpinnings of authors.
Currency depends on your shipping address
- New York, Bern, Bruxelles, Frankfurt am Main, Oxford, Wien, 2018. XIV, 536 pp., 10 b/w ills.
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- Table of Contents
- List of Figures
- Foreword: We Must Kill Our Darlings (Shirley R. Steinberg)
- Chapter One: Of Eggs, Chickens, and Deep-Seated Ideologies (Lynn A. Bryan / Kenneth Tobin)
- Thirteen Questions
- Section One: The Science Curriculum: What Are the Basics and Are We Teaching Them?
- Chapter Two: The Science Curriculum at the Elementary Level: What Are the Basics and Are We Teaching Them? (Christina Siry)
- Chapter Three: The Science Curriculum: What Are the Basics and Are We Teaching Them? (Femi S. Otulaja / Meshach B. Ogunniyi)
- Chapter Four: Science Education and Transformative Activist Stance: Activism as a Quest for Becoming via Authentic-Authorial Contribution to Communal Practices (Anna Stetsenko)
- Section Two: Power and Science Education: Who Decides the Forms Science Education Has Taken and Who Should Decide?
- Chapter Five: What Can Teachers Do to Restructure Power Dynamics in Science Classrooms?: Exploring the Personal and Social Transformative Power of Science Learning through a Funds of Knowledge Approach (Sara Tolbert / Angela Calabrese Barton / Luis C. Moll)
- Chapter Six: STEM Education as “Trojan Horse”: Deconstructed and Reinvented for All (Larry Bencze / Michael J. Reiss / Ajay Sharma / Matthew Weinstein)
- Section Three: Science Teachers Under Suspicion: Is It True That Science Teachers Aren’t as Good as They Used to Be?
- Chapter Seven: Obsessed with Accountability?: Science Teachers Under the Microscope (Shakhnoza Kayumova / Deborah J. Tippins)
- Chapter Eight: En Route to Becoming a “Good” Teacher: An Attempted Hijack of Pedagogical Autonomy? (Giuliano Reis)
- Section Four: Science Students Under Suspicion: Is It True That Students Are Less Interested in Science Than They Used to Be and Perform More Poorly in Science Than They Used to?
- Chapter Nine: Problematizing “Problematic” Students in Lower Track Classes (Tang Wee Teo)
- Chapter Ten: Confronting Prevailing Narratives of Student Engagement and Participation in Science Classrooms (Sonya N. Martin)
- Section Five: Science Teacher Education: What Is Good Science Teaching and How Do We Teach People to Be Good Science Teachers?
- Chapter Eleven: Professional Duties and Challenges of Novice Teachers: Level of Consciousness in Facing the Pedagogical Risk (Maurício Pietrocola)
- Chapter Twelve: Science Teacher Professional Development: The Blind Men and the Elephant (Aik-Ling Tan)
- Section Six: (In)Equity and Science Education: In What Ways Does (In)equity Affect the Process of Science Education?
- Chapter Thirteen: Science Education and Social Inequality: Reproduction or Confrontation? (Flavia Rezende / Fernanda Ostermann)
- Chapter Fourteen: Dialectical Relationships and How They Shape (In)Equitable Science Learning Spaces and Places (Maria Varelas)
- Chapter Fifteen: Race and Poverty in Science Education: Questions and Tensions for the Field (Maxine Mckinney De Royston / Abiola A. Farinde)
- Chapter Sixteen: Dismantling Racism as a Strategy for Academic Success (Ana M. Becerra)
- Chapter Seventeen: In What Ways Does Race Affect the Educational Process?: Challenging the Homogenization of Academia (Carolina Castano Rodriguez / Laura Barraza)
- Chapter Eighteen: “Where Is the …?”: Using Intersectionality to Problematize Power and Hierarchy in Science Teaching and Learning (Kathryn Scantlebury)
- Section Seven: Language and Science Education: In What Ways Does Language Affect the Process of Science Education?
- Chapter Nineteen: Reconstructing Science Education within the Language | Science Relationship: Reflections from Multilingual Contexts (Sara E. D. Wilmes / Christina Siry / Roberto Gómez Fernández / Anna Maria Gorges)
- Chapter Twenty: The Tension of Maintaining Language Diversity versus Extinction: Mother Tongue as a Filipino Response (Purita P. Bilbao / Deborah J. Tippins / Sophia (Sun Kyung) Jeong)
- Chapter Twenty-One: How Perspectives from Linguistically Diverse Classrooms Can Help All Students Unlock the Language of Science (Cory Buxton / Lourdes Cardozo-Gaibisso / Yu Xia / Jiong Li)
- Section Eight: Religion and Science Education: In What Ways Does Religion Affect the Process of Science Education?
- Chapter Twenty-Two: Why a Chapter on Religion in a Book on Science Education? (Michael J. Reiss)
- Chapter Twenty-Three: Religion in Science Classes: Heresy or Constructive Pedagogy? (Nidhal Guessoum)
- Section Nine: Families and Science Education: What Is the Role of Families in the Process of Science Education?
- Chapter Twenty-Four: Exploring Families’ Roles in Science Learning: From El Bosque in Veracruz, México to the Southeastern U.S. (Martha Allexsaht-Snider)
- Chapter Twenty-Five: From Opening Portals to Creating New Pathways (Leanne M. Avery)
- Section Ten: Culture of Science and Science Education: In What Way Does the Culture of Science and Images of Science Affect the Process of Science Education?
- Chapter Twenty-Six: Forming Bonds—Breaking Bonds (Anita Hussénius)
- Chapter Twenty-Seven: On the Need to Engage in Constructive, Productive, Scientific Discourses on Highly Controversial and Emotionally Charged Topics (Cassie F. Guigley / S. Megan Che)
- Section Eleven: Science Education Reform: What Have Been the Goals and the Effects of the Attempts to Improve Science Education Over the Last Decade?
- Chapter Twenty-Eight: Science Education Reform: Can Students Learn Science While Navigating Oppressive Schools Within an Oppressive Society? (Rowhea Elmesky)
- Chapter Twenty-Nine: Science Education Reform: Reflecting on the Past and Raising Questions for the Future (Lucy Avraamidou / Lynn A. Bryan)
- Section Twelve: Science Education as a Political Issue: What’s Missing in the Public Conversation About Science Education?
- Chapter Thirty: Rethinking Science Education in Light of Motivated Reasoning (David E. Long)
- Chapter Thirty-One: Sociopolitical Activism and Transformative Learning: Expanding the Discourse About What Counts in Science Education (Lyn Carter / Carolina Castano Rodriguez / Mellita Jones)
- Section Thirteen: Science Education Visions: What Is School Science for and What Should We Be Doing in the Name of Science Education?
- Chapter Thirty-Two: Breaking Down Enlightenment Silos: From STEM to ST2EAM Education, and Beyond (Elisabeth (Lily) Taylor / Peter Charles Taylor)
- Chapter Thirty-Three: Science Education in the Key of Gentle Empiricism (Lee Beavington / Heesoon Bai)
- Chapter Thirty-Four: When Holism Meets Democratization: Re-centering Science Classrooms to Support Students’ Feelings of Agency and Connectedness (Isabel Martínez-Cuenca / Autumn Joy Florêncio-Wain / Alandeom W. Oliveira)
- Contributor Biographies
- Subject Index
- Names Index
- Series index
Chapter Ten: Confronting Prevailing Narratives of Student Engagement and Participation in Science Classrooms (Sonya N. Martin)
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Confronting Prevailing Narratives of Student Engagement and Participation in Science Classrooms
SONYA N. MARTIN
When asked to contribute to this book by exploring how interest affects student performance in science, I found myself reflecting on how my views about the value of student interest in connection with student achievement have changed over the last 20 years. Serving as a science teacher in the Philadelphia public school system in the northeastern United States in the late 1990s, I was convinced that if I could capture the interest of my students through dynamic and well-designed science lessons, then my students’ active participation and engagement in science learning could be reflected in their academic achievement. These notions were reinforced by participation in teacher education programs and professional development courses that suggested a strong link between student interest in science and positive attitudes towards learning, increased motivations to study science, and increased self-efficacy for performing well on science assessments. In addition, my school district touted hands-on inquiry activities and the creation of student-centered learning environments as essential features for enhancing student interest in science—which would lead to sustained motivation for learning science and achieving at high levels.
As a science teacher, I engaged middle and high school students in action-research projects designed to develop participatory structures that sought to privilege their voice and interests in an effort to expand science learning opportunities and ← 125 | 126 → increase student achievement....
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