作者
Nancy Butler Songer, Hee‐Sun Lee, Rosalind Kam
发表日期
2002/2
期刊
Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching
卷号
39
期号
2
页码范围
128-150
出版商
John Wiley & Sons, Inc.
简介
What are the barriers to technology‐rich inquiry pedagogy in urban science classrooms, and what kinds of programs and support structures allow these barriers to be overcome? Research on the pedagogical practices within urban classrooms suggests that as a result of many constraints, many urban teachers' practices emphasize directive, controlling teaching, that is, the “pedagogy of poverty” (Haberman, 1991), rather than the facilitation of students' ownership and control over their learning, as advocated in inquiry science. On balance, research programs that advocate standards‐based or inquiry teaching pedagogies demonstrate strong learning outcomes by urban students. This study tracked classroom research on a technology‐rich inquiry weather program with six urban science teachers. The teachers implemented this program in coordination with a district‐wide middle school science reform. Results …
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NB Songer, HS Lee, R Kam - Journal of Research in Science Teaching: The Official …, 2002