Teachers’ Attempts to Respond to Students’ Lived Experiences-Reference-Cited by-同舟云学术

Teachers’ Attempts to Respond to Students’ Lived Experiences

Published:2021-02-25 Issue:5 Volume:32 Page:537-557
ISSN:1046-560X
Container-title:Journal of Science Teacher Education
language:en
Short-container-title:Journal of Science Teacher Education

Author:

Hagenah Sara¹^ORCID,Thompson Jessica²

Affiliation:

1. Curriculum, Instruction, and Foundational Studies, Boise State University, Boise, Idaho, USA

2. Teaching, Learning and Curriculum, University of Washington, Seattle, Washington, USA

Funder

Knowles Science Teaching Foundation

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/1046560X.2020.1869887

Reference38 articles.

1. Barton, A. C., Tan, E. & Birmingham, D. J. (2020). Rethinking high-leverage practices in justice-oriented ways. Journal of Teacher Education, 1, 18. https://doi.org/10.1177%2F0022487119900209

2. Developing a sustained interest in science among urban minority youth

3. Connecting school and community with science learning: Real world problems and school-community partnerships as contextual scaffolds

4. Urban fifth graders’ connections-making between formal earth science content and their lived experiences

5. Funds of knowledge and discourses and hybrid space

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2. Inquiry-Based Teaching Approach to Improve Physics Preservice Teachers' Professional Competence: University Social Responsibility Project for Place-Based Education in Rural Areas;J RES EDUC SCI;2023

3. Commentary: Intellectual Virtues, Lived Experiences, and Engaged Science Learning;Journal of Science Teacher Education;2021-09-24

4. Leveraging curricular and students' resources to instigate and sustain problematizing;Science Education;2021-08-30