دورية أكاديمية
How Instructors Can View Knowledge to Implement Culturally Relevant Pedagogy
| العنوان: | How Instructors Can View Knowledge to Implement Culturally Relevant Pedagogy |
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| اللغة: | English |
| المؤلفون: | Mathis, Clausell, Daane, Abigail R. (ORCID |
| المصدر: | Physical Review Physics Education Research. Jan-Jun 2023 19(1). |
| الإتاحة: | American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| تاريخ النشر: | 2023 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1936601 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Elementary Secondary Education |
| Descriptors: | Culturally Relevant Education, Self Concept, Knowledge Level, Interpersonal Relationship, Science Teachers, Physics, Teacher Attitudes, Beliefs, Scientific Principles, Cultural Capital, STEM Education, Minority Group Students, High School Teachers, Elementary Secondary Education |
| DOI: | 10.1103/PhysRevPhysEducRes.19.010105 |
| تدمد: | 2469-9896 |
| مستخلص: | Culturally relevant pedagogy (CRP) described in Ladson-Billings' framework has three conceptions: "conceptions of self and others," "conceptions of knowledge," and "conceptions of social relations." Instructors can support students with positive learning experiences when they are cognizant of all three conceptions. In 13 interviews of physics instructors about CRP, we found many instructors shared only two productive conceptions: conceptions of self and others and conceptions of social relations. However, we found two instructors who effectively described all three conceptions. Their conceptions of knowledge focused on physics knowledge as constructed, reconstructed, and in some aspects containing subjectivity. They both articulated a critical approach to examining the historical and contextual factors that influence physics learning today. Our findings indicate that instructors' beliefs about the nature of science can be entangled with their own enactment of CRP and we show how a sophisticated epistemology can be one route to more culturally relevant instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1386077 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 2469-9896 |
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| DOI: | 10.1103/PhysRevPhysEducRes.19.010105 |