NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ945368
Record Type: Journal
Publication Date: 2011-Dec
Pages: 12
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-1871-1502
How to Foster Student-Student Learning of Science? The Student, the Teacher and the Subject Matter
Bianchini, Julie A.
Cultural Studies of Science Education, v6 n4 p871-882 Dec 2011
In this response to Konstantinos Alexakos, Jayson K. Jones, and Victor H. Rodriguez's study, I discuss ways attending to student membership in groups can both inform research on equity and diversity in science education and improve the teaching of science to all students. My comments are organized into three sections: how underrepresented students' experiences in science classrooms are shaped by their peers; how science teachers can help students listen to and learn from one another; and how the subject matter can invite or discourage student participation in science. More specifically, I underscore the need for teachers and students to listen to one another to promote student learning of science. I also highlight the importance of science education researchers and science teachers viewing students both as individuals and as members of multiple groups; women of color, for example, should be understood as similar to and different from each other, from European American women and from ethnic minorities in general.
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; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A