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ERIC Number: EJ793456
Record Type: Journal
Publication Date: 2008-Jun
Pages: 20
Abstractor: Author
Reference Count: 0
ISSN: ISSN-1046-560X
Making the Hidden Explicit: Learning about Equity in K-8 Preservice Science Education
Nelson, Tamara Holmlund
Journal of Science Teacher Education, v19 n3 p235-254 Jun 2008
Preservice teachers in a K-8 science methods course used guided video reflection to examine their interactions with children during science teaching. This inquiry approach helped preservice teachers identify and respond to gaps between their beliefs and intentions about teaching all children and their enactment of those beliefs. The experience of teaching a science lesson and then viewing it multiple times through a critical framework provided an opportunity for preservice teachers to recognize hidden assumptions, unexamined behaviors, and the unintentional meanings they may have conveyed to children. This encouraged them to think more critically about their roles as teachers in creating spaces where all children have access to quality science learning experiences.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A