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| Format: | Artículo científico |
| Language: | en |
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Associação Brasileira de Pesquisa em Educação em Ciências
2014
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| Online Access: | https://www.redalyc.org/articulo.oa?id=571666020010 |
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| _version_ | 1866816325804883968 |
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| author | Stacey Britton |
| author_facet | Stacey Britton |
| contents | A look into Preparing Secondary Science Teachers with Citizen Science Stacey Britton Educación Ecojustice ethnography collaboration citizen science teacher preparation Ecojustice philosophy is an exciting approach for science education that can increasestudent and community interactions while promoting awareness of culture, science, andlearning. The research presented here was collected over one semester of a secondaryscience teacher preparation course that utilized ecojustice philosophy and citizen science asa framework for instruction. Highlighted in this article are expectations of the professor anduniversity, assignments and daily course activities, the location of courses as they serve asexemplars of enacting ecojustice philosophy, and perspectives from preservice teachers onwhat they were learning. This research shares that when pre-service teachers are allowed toparticipate in philosophical and pedagogical approaches to science instruction thatcontradict the familiar, they express discomfort. However, these learning opportunitieshave long-term potential benefits. By forcing preservice teachers to step outside of theircomfortable spaces and into class being held in the rain, their perceptions of teaching andlearning were defied. In turn, these related experiences encouraged them to alter theirteaching practices to co-exist alongside a new framework of ecojustice philosophy, aphilosophy that highlights the benefit to challenging assumptions and promoting diversity inthought and action. The ability to consider alternative perspectives, at least for thesepreservice teachers, provided rewards that may be felt by their students, such as a deeperappreciation for and involvement within the local community. 2014 artículo científico 1806-5104 https://www.redalyc.org/articulo.oa?id=571666020010 en http://www.redalyc.org/revista.oa?id=5716 Revista Brasileira de Pesquisa em Educação em Ciências application/pdf Associação Brasileira de Pesquisa em Educação em Ciências Revista Brasileira de Pesquisa em Educação em Ciências (Brasil) Num.2 Vol.14 |
| format | Artículo científico |
| id | redalyc_571666020010 |
| language | en |
| publishDate | 2014 |
| publisher | Associação Brasileira de Pesquisa em Educação em Ciências |
| spellingShingle | A look into Preparing Secondary Science Teachers with Citizen Science Stacey Britton Educación Ecojustice ethnography collaboration citizen science teacher preparation A look into Preparing Secondary Science Teachers with Citizen Science Stacey Britton Educación Ecojustice ethnography collaboration citizen science teacher preparation Ecojustice philosophy is an exciting approach for science education that can increasestudent and community interactions while promoting awareness of culture, science, andlearning. The research presented here was collected over one semester of a secondaryscience teacher preparation course that utilized ecojustice philosophy and citizen science asa framework for instruction. Highlighted in this article are expectations of the professor anduniversity, assignments and daily course activities, the location of courses as they serve asexemplars of enacting ecojustice philosophy, and perspectives from preservice teachers onwhat they were learning. This research shares that when pre-service teachers are allowed toparticipate in philosophical and pedagogical approaches to science instruction thatcontradict the familiar, they express discomfort. However, these learning opportunitieshave long-term potential benefits. By forcing preservice teachers to step outside of theircomfortable spaces and into class being held in the rain, their perceptions of teaching andlearning were defied. In turn, these related experiences encouraged them to alter theirteaching practices to co-exist alongside a new framework of ecojustice philosophy, aphilosophy that highlights the benefit to challenging assumptions and promoting diversity inthought and action. The ability to consider alternative perspectives, at least for thesepreservice teachers, provided rewards that may be felt by their students, such as a deeperappreciation for and involvement within the local community. 2014 artículo científico 1806-5104 https://www.redalyc.org/articulo.oa?id=571666020010 en http://www.redalyc.org/revista.oa?id=5716 Revista Brasileira de Pesquisa em Educação em Ciências application/pdf Associação Brasileira de Pesquisa em Educação em Ciências Revista Brasileira de Pesquisa em Educação em Ciências (Brasil) Num.2 Vol.14 |
| title | A look into Preparing Secondary Science Teachers with Citizen Science |
| topic | Educación Ecojustice ethnography collaboration citizen science teacher preparation |
| url | https://www.redalyc.org/articulo.oa?id=571666020010 |