Comparative analysis of chemistry teaching in city center and suburban public schools in Brazil: how school reputation and social profile influence chemistry teaching and high school students’ performance in science-Reference-Cited by-同舟云学术

Comparative analysis of chemistry teaching in city center and suburban public schools in Brazil: how school reputation and social profile influence chemistry teaching and high school students’ performance in science

Published:2023-08-11 Issue:3 Volume:18 Page:985-1019
ISSN:1871-1502
Container-title:Cultural Studies of Science Education
language:en
Short-container-title:Cult Stud of Sci Educ

Author:

dos Santos Barbosa da Silva Matheus^ORCID,Kasseboehmer Ana Cláudia^ORCID

Funder

Conselho Nacional de Desenvolvimento Científico e Tecnológico

Fundação de Amparo à Pesquisa do Estado de São Paulo

Publisher

Springer Science and Business Media LLC

Subject

Cultural Studies

Link

https://link.springer.com/content/pdf/10.1007/s11422-023-10192-1.pdf

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2. Andersson, K. (2017). Chemistry for whom? Gender awareness in teaching and learning chemistry. Cultural Studies of Science Education, 12(2), 425–433. https://doi.org/10.1007/s11422-016-9790-0

3. Anyon, J. (1981). Social class and school knowledge. Curriculum inquiry, 11(1), 3–42. https://doi.org/10.2307/1179509

4. Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). Science aspirations, capital, and family habitus: How families shape children’s engagement and identification with science. American Educational Research Journal, 49(5), 881–908. https://doi.org/10.3102/0002831211433290

5. Archer, L., Dewitt, J., & Willis, B. (2014). Adolescent boys’ science aspirations: Masculinity, capital, and power. Journal of Research in Science Teaching, 51(1), 1–30. https://doi.org/10.1002/tea.21122

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