Rethinking Diversity in Learning Science: The Logic of Everyday Sense-Making.

Warren, Beth; Ballenger, Cynthia; Ogonowski, Mark; Rosebery, Ann S.; Hudicourt-Barnes, Josiane

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Peer reviewed

ERIC Number: EJ627092

Record Type: CIJE

Publication Date: 2001

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0022-4308

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Rethinking Diversity in Learning Science: The Logic of Everyday Sense-Making.

Warren, Beth; Ballenger, Cynthia; Ogonowski, Mark; Rosebery, Ann S.; Hudicourt-Barnes, Josiane

Journal of Research in Science Teaching, v38 n5 p529-52 May 2001

Offers a perspective on understanding the gap in science learning and achievement that separates low-income, ethnic minority children from more economically privileged students. Discusses how the relationship between everyday and scientific knowledge and ways of knowing has been conceptualized in the field of science education research. Considers two dominant perspectives, continuous and discontinuous relationships. (Contains 66 references.) (Author/YDS)

Descriptors: Academic Achievement, Diversity (Student), Economically Disadvantaged, Ethnicity, Inquiry, Language, Learning, Minority Groups, Science Education

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Special issue: Culture and Language in Science Education.