Science Teachers' Attempts at Integrating Feminist Pedagogy through Collaborative Action Research

Autor/in	Capobianco, Brenda M.
Titel	Science Teachers' Attempts at Integrating Feminist Pedagogy through Collaborative Action Research
Quelle	In: Journal of Research in Science Teaching, 44 (2007) 1, S.1-32 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20120
Schlagwörter	Scientific Principles; Teacher Researchers; Science Teachers; Feminism; Action Research; Science Education; Teaching Methods; Teacher Collaboration; Transformative Learning; Self Evaluation (Individuals); Inquiry; Science Instruction; Student Diversity; Interviews; Group Discussion; Observation; Personal Narratives + Suchen Sie Ihr Suchwort? Lehrerforschung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Feminismus; Projektforschung; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Pädagogische Transformation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Gruppendiskussion; Beobachtung; Erlebniserzählung
Abstract	The purpose of this study was to examine the experiences of three science teachers attempting to transform their practice by conducting action research on feminist science teaching. The teachers engaged in systematic, self-critical inquiry of their own practice and joined 8 other science teachers to engage in collaborative conversations about the nature of science, science teaching, and science education as a way of coming to a better understanding of how science can be taught for a more diverse group of students. Data were gathered via semistructured interviews, whole-group discussions, classroom observations, and review of supporting documents. Data analysis was based on narrative inquiry, where particular attention was given to the construction and reconstruction of the teachers' stories of their practical inquiries. Results indicated that the teachers as researchers of their own practice gained new knowledge about feminist science teaching and, furthermore, generated a cluster of pedagogical possibilities for inclusive, dynamic science teaching. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10