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ERIC Number: EJ845621
Record Type: Journal
Publication Date: 2008
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1746-1979
Science for All: Empowering Elementary School Teachers
Plonczak, Irene
Education, Citizenship and Social Justice, v3 n2 p167-181 2008
This article addresses issues that are related to the empowerment of elementary teachers through teaching and learning science in socially and culturally meaningful contexts. It is based on the analysis of the attitudes and relationship to science of 10 elementary school teachers from inner city schools in Caracas, Venezuela. In the context of a workshop, teachers were asked to come up with a scientific explanation of a familiar physical phenomenon observed on a daily basis and related to their everyday tasks. The data were the teachers' discourse and were both written (a description of an ideal science class) and oral (semi-structured interviews). Academic/epistemic, professional, and social dimensions were used to analyze the discourse. These categories were based on two theoretical frameworks: an empirico-realistic one, held by the majority of teachers, and a socioconstructivist one, held by the researcher. The results illustrate how familiar contexts bring meaning and raise teachers' confidence to teach science, which contributes to the development of a more empowering attitude towards science. (Contains 6 notes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Venezuela