"Who are you callin' expert?": Using student narratives to redefine expertise and advocacy lower track science

"Who are you callin' expert?": Using student narratives to redefine expertise and advocacy lower track science

The purpose of this study was to construct an interpretation of lower track science students' notions of expertise in science teaching. Data were collected and transcribed from focus groups, teacher journals, classrooms events, and student artifacts. Students responded to focus group prompts ov...

Full description

Saved in:
Bibliographic Details
Published in:Journal of research in science teaching Vol. 48; no. 1; pp. 13 - 36
Main Authors: Yerrick, Randy, Schiller, Jennifer, Reisfeld, Jennifer
Format: Journal Article
Language:English
Published: Hoboken Wiley Subscription Services, Inc., A Wiley Company 01-01-2011
John Wiley & Sons, Inc
Subjects:
Advocacy
Earth Science
equity
Expertise
Feedback (Response)
Focus Groups
language of science and classrooms
Learning
Narratives
Personal experiences
Science Education
Science Instruction
secondary college/university
sociocultural issues
Student Attitudes
Teacher Effectiveness
Teaching Methods
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The purpose of this study was to construct an interpretation of lower track science students' notions of expertise in science teaching. Data were collected and transcribed from focus groups, teacher journals, classrooms events, and student artifacts. Students responded to focus group prompts over the course of a years regarding how and why they chose to learn science from their teachers based on affective attributes, advocacy/impedance, and identity. Results showed that lower track science students closely associate affective teacher attributes with effective teaching strategies. In addition, students identified advocacy or impedance in academic success based on personal experience rather than other more overt characteristics such as race or gender as a major determinant for their successful science learning. Implications for research and teacher education in diverse settings are discussed. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 13–36, 2011
Bibliography:ark:/67375/WNG-7V31LZBR-D
istex:F802C9FBC8AB0F7C2888901C34C40660BEBE80B2
ArticleID:TEA20388
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0022-4308
1098-2736
DOI:10.1002/tea.20388