Reference : Exploring the significance of resource-rich views in science education
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Exploring the significance of resource-rich views in science education
Siry, Christina mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Cultural Studies of Science Education
Springer Science & Business Media B.V.
[en] science-related resources ; resource-rich views ; science education ; difference ; dialogue
[en] In a recently published article in Cultural Studies of Science Education (Volume 6, Issue 2) titled What does playing cards have to do with science? A resource-rich view of African American young men, Alfred Schademan (2011) examines the resources that African American young men learn through playing a card came called Spades. In his ethnographic study, he takes a resource-rich view of the players, highlights science-related resources demonstrated by the players, and challenges deficit notions of these young men. Three Forum response papers complement Schademan’s research. The first is written by Nancy Ares, the second is
coauthored by Allison Gonsalves, Gale Seiler, and Dana Salter, and the third is written by Philemon Chigeza. All three of these response papers elaborate on his points and emphasize issues inherent in working towards resource-rich views in science education. In this paper, I draw on all four papers to explore the possibilities in recognizing, highlighting, and accepting the resources that students bring as being resources for science learning.
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