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A Researcher-Student-Teacher Model for Democratic Science Pedagogy: Connections to Community, Shared Authority, and Critical Science Agency

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Bibliographic Details
Title: A Researcher-Student-Teacher Model for Democratic Science Pedagogy: Connections to Community, Shared Authority, and Critical Science Agency
Language: English
Authors: Basu, S. Jhumki
Source: Equity & Excellence in Education. 2010 43(1):72-87.
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
Page Count: 16
Publication Date: 2010
Document Type: Journal Articles
Reports - Descriptive
Education Level: Secondary Education
Descriptors: Social Justice, Educational Practices, Democratic Values, Teaching Methods, Science Instruction, Models, Interviews, Observation, Power Structure, Immigrants, Secondary School Students, Secondary School Teachers, Teacher Attitudes, Student Attitudes, Urban Schools
DOI: 10.1080/10665680903489379
ISSN: 1066-5684
Abstract: This article presents a model for democratic pedagogy in science classrooms that is based on an examination of existing literature on democratic educational practices and on teacher and student ideas about how this pedagogy can take shape and be operationalized in science classrooms. A goal of democratic science pedagogy is to explore ways of teaching science for social justice among diverse school populations by drawing on the ideas and assets of students and teachers. Drawing upon interview and observational data, the model shows democratic science pedagogy as centered in constructions of community, shared authority, and critical science agency--students relying on subject-matter knowledge to make change and to redress power differentials in their lives. (Contains 2 tables, 2 figures, and 2 notes. This article was written with Angela Calabrese Barton.)
Abstractor: As Provided
Number of References: 25
Entry Date: 2010
Accession Number: EJ879309
Database: ERIC
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Abstract:This article presents a model for democratic pedagogy in science classrooms that is based on an examination of existing literature on democratic educational practices and on teacher and student ideas about how this pedagogy can take shape and be operationalized in science classrooms. A goal of democratic science pedagogy is to explore ways of teaching science for social justice among diverse school populations by drawing on the ideas and assets of students and teachers. Drawing upon interview and observational data, the model shows democratic science pedagogy as centered in constructions of community, shared authority, and critical science agency--students relying on subject-matter knowledge to make change and to redress power differentials in their lives. (Contains 2 tables, 2 figures, and 2 notes. This article was written with Angela Calabrese Barton.)
ISSN:1066-5684
DOI:10.1080/10665680903489379