Neighborhood Science Stories: Bridging Science Standards and Urban Students' Lives
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| Title: | Neighborhood Science Stories: Bridging Science Standards and Urban Students' Lives |
|---|---|
| Language: | English |
| Authors: | Burke, Christopher |
| Source: | Teaching Education. Dec 2007 18(4):357-367. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 11 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Grade 5 |
| Descriptors: | Urban Schools, Grade 5, Science Curriculum, Elementary School Science, Ecology, Cultural Influences, Cultural Context, Teacher Student Relationship, Relevance (Education), Resource Allocation, Holistic Approach |
| DOI: | 10.1080/10476210701687641 |
| ISSN: | 1047-6210 |
| Abstract: | Shelter, distribution of resources, adaptation and food sources are all key topics in teaching fifth grade students ecosystems. These terms and ideas are often presented in value neutral terms in the standard science curriculum. These terms have radically different connotations in different communities. In this paper students' fictional narrative about the community and ecosystem provide insight into how experiences in an urban community change perceptions and understandings of science content. By analysing the students' stories, the teacher is provided with a critical lens through which to rethink the content being taught, the examples and discussions about the content and how that content is being presented in the classroom. In this example, students' own understanding of how resources are allocated justly in society stand in contrast to the value neutral presentation of resource distribution in the standard curriculum. |
| Abstractor: | As Provided |
| Number of References: | 27 |
| Entry Date: | 2008 |
| Accession Number: | EJ816335 |
| Database: | ERIC |
| Abstract: | Shelter, distribution of resources, adaptation and food sources are all key topics in teaching fifth grade students ecosystems. These terms and ideas are often presented in value neutral terms in the standard science curriculum. These terms have radically different connotations in different communities. In this paper students' fictional narrative about the community and ecosystem provide insight into how experiences in an urban community change perceptions and understandings of science content. By analysing the students' stories, the teacher is provided with a critical lens through which to rethink the content being taught, the examples and discussions about the content and how that content is being presented in the classroom. In this example, students' own understanding of how resources are allocated justly in society stand in contrast to the value neutral presentation of resource distribution in the standard curriculum. |
|---|---|
| ISSN: | 1047-6210 |
| DOI: | 10.1080/10476210701687641 |
