NotesFAQContact Us
Collection
Advanced
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Back to results
Peer reviewed Peer reviewed
ERIC Number: EJ565682
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
A Response To Margery Osborne. Teacher as Knower and Learner: Reflections on Situated Knowledge in Science Teaching.
Ellsworth, Elizabeth
Journal of Research in Science Teaching, v35 n4 p441-42 Apr 1998
Teacher knowledge--indeed teachers themselves--is always unfinished and incomplete. Knowledge never exists outside of a context of use. The shift to seeing teaching as site of cultural production invites the question, What structures of human relationship will scientists and science educators construct in and through the work they perform? The paradox of teaching is a call to action. (PVD)
Descriptors: Cognitive Structures, Context Effect, Critical Theory, Cultural Activities, Epistemology, Feminism, Metacognition, Science Education, Secondary Education, Story Telling, Student Experience
Publication Type: Journal Articles; Opinion Papers
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.