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Peer reviewed Peer reviewed
ERIC Number: EJ565681
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
Teacher as Knower and Learner: Reflections on Situated Knowledge in Science Teaching.
Osborne, Margery D.
Journal of Research in Science Teaching, v35 n4 p427-39 Apr 1998
Argues that a teacher's practice reflects changing experiences, knowledge, values, and identities, and as such can be productively thought of as a site for learning as well as a site for expounding upon what is known. Suggests a vision for what constitutes effective practice different from that commonly held in science. Contains 33 references. (Author/PVD)
Descriptors: Cognitive Structures, Context Effect, Critical Theory, Cultural Activities, Epistemology, Experience, Feminism, Instructional Effectiveness, Metacognition, Science Education, Secondary Education, Story Telling
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Poststructuralism; Social Constructivism
Note: Theme issue: Pedagogies in Science Education. For related articles, see SE 559 825-840.