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ERIC Number: EJ1037598
Record Type: Journal
Publication Date: 2014-Feb
Pages: 23
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1571-0068
Supporting English Language Learners in the Science Classroom through Critical Pedagogy
Alegria, Adelina
International Journal of Science and Mathematics Education, v12 n1 p99-121 Feb 2014
This article presents an exploratory case study of a teacher's knowledge, understanding, and practice of critical pedagogy in a sheltered instruction high school biology classroom. This case study relied on the use of fieldnotes, videotape recordings, interviews, and transcripts to showcase the practices and activities taking place in the classroom. The evidence gathered throughout this case study demonstrates that Ms. Rodriguez has been able to establish a classroom environment and develop curricula that reflect the major critical pedagogy themes: (a) identity/personal growth, (b) academic/cognitive development, and (c) critical understanding of society, power, inequality, and students' own personal power to change their statuses or roles. These themes were identified in different events during the teaching of her genetic unit, ethnobotany unit, and personal issues activity. As a science educator and SI teacher, Ms. Rodriguez has realized that for her students to be able to succeed academically and in life, she needs to center her instruction and curricula on her students' personal lives, academic needs, and an awareness of their surrounding community.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A