Many would argue that the state of urban science education has been static for the past several decades and that there is little to learn from it. Rather than accepting this deficit perspective, Improving Urban Science Education strives to recognize and understand the successes that exist there by systematically documenting seven years of research into issues salient to teaching and learning in urban high school science classes. Grounded in the post structuralism of William Sewell_and brought to life through the experiences of different students, teachers, and school settings in Philadelphia_this book shows how teachers and students can work together to enact meaningful science education when social and cultural differences as well as inappropriate curricula often make the challenges seem insurmountable. Chapters contain rich images of urban youth and each strives to offer insights into problems and suggestions for resolving them. Most significant, in spite of the challenges, the research offers hope and shows that fresh approaches to teaching and learning can lead students_some who have already been pronounced academic, even societal, failures_to becoming avid and deep learners of science.One such lab involved the making of aslimea from the mixing of a polyvinyl alcohol solution and a borax solution. In writing about how I might use this lab in my classroom, it occurred to me that it would lend itself to using levels of representationanbsp;...
|Title||:||Improving Urban Science Education|
|Author||:||Kenneth Tobin, Rowhea Elmesky, Gale Seiler|
|Publisher||:||Rowman & Littlefield Publishers - 2005-04-07|