Dialectical Dividends: Fostering Hybridity of New Pedagogical Practices and Partnerships in Science Education and Outreach

Autor/inn/en	Martins Gomes, Diogo; McCauley, Veronica
Titel	Dialectical Dividends: Fostering Hybridity of New Pedagogical Practices and Partnerships in Science Education and Outreach
Quelle	In: International Journal of Science Education, 38 (2016) 14, S.2259-2283 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1234729
Schlagwörter	Science Instruction; Partnerships in Education; Outreach Programs; Comparative Analysis; Elementary School Teachers; Constructivism (Learning); Curriculum Development; Semi Structured Interviews; Statistical Analysis; Qualitative Research; Elementary School Science; College School Cooperation; Foreign Countries; Nonparametric Statistics; Ireland + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hochschulpartnerschaft; Jobcoaching; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Statistische Analyse; Qualitative Forschung; Ausland; Irland
Abstract	Science literacy has become socially and economically very important. European countries stress that science graduates are fundamental for economic growth. Nevertheless, there is a declining student participation in science. In response, there has been a call to change the way science is taught in schools, which focuses on inquiry methods rooted in constructivism. Universities and other organisations have responded by developing outreach programmes to improve student engagement in science. Given this context, there is a necessity for research to ascertain if this new relationship between outreach and education is worthwhile. This study examines and compares primary teachers and outreach practitioners understanding and perceptions of constructivist science pedagogy, in an effort to understand the potential of a teacher-outreach partnership. For this, qualitative and quantitative methods were employed, taking a dialectic pragmatic stance. Contradicting the recurrent view, teachers and outreach providers revealed favourable views in relation to constructivism, despite recognising barriers to its implementation. These results support a partnership between teachers and outreach practitioners and the realisation of the hybrid role of each participant. The results also reveal an important dynamic in outreach access to schools. Specifically, the outreach connected teachers acted as gatekeepers by negotiating access into their colleagues classrooms. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01