Exploring the significance of resource-rich views in science education |
| |
| Authors: | Christina Siry |
| |
| Institution: | (1) University of Luxembourg, Walferdange, Luxembourg |
| |
| Abstract: | In a recently published article in Cultural Studies of Science Education (Volume 6, Issue 2) titled, What does playing cards have to do with science? A resource-rich view of African American young men, Alfred Schademan (Cult Stud Sci Educ 6:361–380, 2011) examines the resources that African American young men learn through playing a card came called Spades. In his ethnographic
study, he takes a resource-rich view of the players, highlights the science-related resources they demonstrate, and challenges
deficit notions of these young men. Three Forum response papers complement Schademan’s research. The first is written by Nancy
Ares, the second is coauthored by Allison Gonsalves, Gale Seiler, and Dana Salter, and the third is written by Philemon Chigeza.
All three of these response papers elaborate on his points and emphasize issues inherent in working towards resource-rich
views in science education. In this paper, I draw on all four papers to explore the possibilities in recognizing, highlighting,
and accepting the resources that students bring as being resources for science learning. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
