Improving Urban Science Education: New Roles for Teachers, Students, and Researchers

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Kenneth George Tobin, Rowhea Elmesky, Gale Seiler
Rowman & Littlefield, 2005 - Education - 346 pages
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Many would argue that the state of urban science education has been static for the past several decades and that there is little to learn from it. Rather than accepting this deficit perspective, Improving Urban Science Education strives to recognize and understand the successes that exist there by systematically documenting seven years of research into issues salient to teaching and learning in urban high school science classes. Grounded in the post structuralism of William Sewell_and brought to life through the experiences of different students, teachers, and school settings in Philadelphia_this book shows how teachers and students can work together to enact meaningful science education when social and cultural differences as well as inappropriate curricula often make the challenges seem insurmountable. Chapters contain rich images of urban youth and each strives to offer insights into problems and suggestions for resolving them. Most significant, in spite of the challenges, the research offers hope and shows that fresh approaches to teaching and learning can lead students_some who have already been pronounced academic, even societal, failures_to becoming avid and deep learners of science.
 

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Contents

The Who What Where and How of Our Urban Ethnographic Research
1
Urban Science as a Culturally and Socially Adaptive Practice
21
Painting the Landscape Urban Schools and Urban Classrooms
43
Organizational Mediation of Urban Science
65
Playin on the StreetsSolidarity in the Classroom Weak Cultura Boundaries and the Implications for Urban Science Education
89
All My Life I Been Po Oral Fluency as a Resource for Science Teaching and Learning
113
Becoming an Urban Science Teacher The First Three Years
131
The Role of Cogenerative Dialogue in Learning to Teach and Transforming Learning Environments
147
Paperclips + Polymers Problems Learning to Use Levels of Representation in a High School Chemistry Classroom
207
An Autobiographical Approach to Becoming a Science Teacher in an Urban High School
225
Beyond EitherOr Reconsidering Resources in Terms of Structures
245
My Cultural Awakening in the Classroom
261
Social and Cultural Capital in Science Teaching Relating Practice and Reflection
279
Transforming the Future while Learning from the Past
299
References
321
About the Contributors
329

Learning Science and the Centrality of Student Participation
165
Female Sexuality as Agency and Oppression in Urban Science Classrooms
181
Meeting the Needs and Adapting to the Capital of a Queen Mother and an Ol Head Gender Equity in Urban High School Science
197

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About the author (2005)

Kenneth Tobin is Presidential Professor in The Graduate Center at The City University of New York. Rowhea Elmesky is associate professor at Washington University. Gale Seiler is associate professor at the University of Maryland, Baltimore.