Ambitious Teachers' Design and Use of Classrooms as a Place of Science.

Autor/in	Stroupe, David
Titel	Ambitious Teachers' Design and Use of Classrooms as a Place of Science.
Quelle	In: Science education, 101 (2017) 3, S. 458-485Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21273
Schlagwörter	Naturwissenschaftlicher Unterricht; Wissenschaftliches Arbeiten; Unterrichtsgestaltung; Lehr-Lern-System; Naturwissenschaftlicher Unterricht; Wissenschaftliches Arbeiten
Abstract	This multicase study examines how three teachers enacting ambitious instruction purposefully designed and used their classroom as a "place of science" in which students participated in disciplinary practices. A place of science is a location that shapes the norms, values, and history of disciplinary practices. Each participant's classroom promoted unique forms of science, yet the participants' enactment of ambitious instruction produced a common use of classrooms-science became a public practice in which an anchoring phenomenon was puzzled over, modeled, and explained over time. The results of this study have two implications for science educators. First, a teacher's pedagogical preparation and science background shape how they design classrooms as a place of science. Second, though each teacher enacted ambitious instruction, they used classrooms to promote different forms of science.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2020/3