Responsive science pedagogy in a democracy
Dangerous teaching
Bibliographic Data
| ID | 4255874 |
|---|---|
| Authors | Margery D Osborne (corresponding author) |
| Year | 1998 |
| Volume | 37 |
| Issue | 4 |
| Pages | 289-295 |
| Publication date | 1998-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405849809543818 |
| OpenAlex | W2074934069 |
| Language | EN |
| Citations received | 2 |
| References cited | 9 |
W HEN I TAUGHT FIRST, SECOND, and third grade science in public school, each class contained a diverse set of children. In saying this I mean the sorts of diversity that teachers confront, differences in ability, affect, personality, gender, race, and class. Each child was also different in that each came to my classes as a little package of cultural experience. Each child came from a particular social/ cultural group of which their families were members (e.g., Korean-American-Baptist or militant-leftiststudent or midwestern-farmer-from-a-small-town) and they were representatives of that group-they brought their cultural heritage to my class and often shared it with others who were different. In
Class (philosophy · Democracy · Diversity (politics · Militant · Pedagogy · Political science · Politics · Race (biology · Set (abstract data type · Sociology · Anthropology · Diverse Educational Innovations Studies · Gender Studies · Law · Psychology · Social Psychology
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,09 |
| Citation span | 2003 - 2013 (11) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |