Promoting Student Interest in Science: The Perspectives of Exemplary African American Teachers

Autor/inn/en	Xu, Jianzhong; Coats, Linda T.; Davidson, Mary L.
Titel	Promoting Student Interest in Science: The Perspectives of Exemplary African American Teachers
Quelle	In: American Educational Research Journal, 49 (2012) 1, S.124-154 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831211426200
Schlagwörter	African American Teachers; Science Activities; Student Interests; Science Interests; Hands on Science; Science Education; Teaching Methods; Early Experience; African American Achievement; African American Attitudes; African American Education; African American Students; Learning Motivation; Motivation Techniques; Student Motivation; Qualitative Research; Sociocultural Patterns; Culturally Relevant Education; Case Studies; Role Models; Interviews; Classroom Observation Techniques; Content Analysis; Focus Groups; Scaffolding (Teaching Technique); Educational Theories; Attitude Change; Change Strategies; Teacher Attitudes + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Studieninteresse; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Frühbeginn; Student; Students; Schüler; Schülerin; Studentin; Motivation for studies; Lernmotivation; Motivationsförderung; Schulische Motivation; Qualitative Forschung; Soziokulturelle Theorie; Case study; Fallstudie; Case Study; Identifikationsfigur; Interviewing; Interviewtechnik; Inhaltsanalyse; Educational theory; Theory of education; Bildungstheorie; Attitudinal change; Einstellungsänderung; Lösungsstrategie; Lehrerverhalten
Abstract	The authors of this article argue both the urgency and the promise of establishing a constructive conversation among different bodies of research, including science interest, sociocultural studies in science education, and culturally relevant teaching. With the instructional practices of eight exemplary African American elementary teachers serving their investigative site, they begin to develop a theory for promoting student interest in science. They argue that this emerging theory is distinguishable by three broad propositions: having a genuine interest, scaffolding student interest, and offering multiple standpoints. They further show that their theory based on these three related propositions has provided an important framework to better understand a number of important issues in science education (e.g., early interest in science and hands-on science activities). (Contains 1 note, 1 table, and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10