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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ565673
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
Disrupting Hegemonic Writing Practices in School Science: Contesting the Right Way To Write.
Hildebrand, Gaell M.
Journal of Research in Science Teaching, v35 n4 p345-62 Apr 1998
Challenges ways in which a positivist view of science has led to hegemonic discourse on writing to learn science and highlights contradictions in this discourse. Argues for pedagogy that draws on critical, feminist, and hegemonic pedagogies and incorporates affective, creative, critical, cognitive, and diverse language practices set within sociocultural contexts. Advocates hybrid imaginative genres in secondary school science. Contains 54 references. (Author/PVD)
Descriptors: Consciousness Raising, Content Area Writing, Critical Theory, Educational Change, Feminism, Imagination, Learning Strategies, Politics of Education, Power Structure, Science Education, Secondary Education, Teaching Methods
Publication Type: Journal Articles; Reports - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Poststructuralism; Science Writing
Note: Theme issue: Pedagogies in Science Education. For related articles, see SE 559 825-840.