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首页> 外文学位 >A Longitudinal Study of Implementing Reality Pedagogy in an Urban Science Classroom: Effects, Challenges, and Recommendations for Science Teaching and Learning.
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A Longitudinal Study of Implementing Reality Pedagogy in an Urban Science Classroom: Effects, Challenges, and Recommendations for Science Teaching and Learning.

机译：在城市科学教室中实施现实教育的纵向研究：科学教学的效果，挑战和建议。

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摘要

Statistics indicate that students who reside in forgotten places do not engage in science-related careers. This is problematic because we are not tapping into diverse talent that could very well make scientific strides and because there is a moral obligation for equity as discussed in Science for all (AAAS, 1989). Research suggests that one of the reasons for this disparity is that students feel alienated from science early on in their K--12 education due to their inability to connect culturally with their teachers (Tobin, 2001). Urban students share an urban culture, a way of knowing and being that is separate from that of the majority of the teacher workforce whom have not experienced the nuances of urban culture. These teachers have challenges when teaching in urban classrooms and have a myriad of difficulties such as classroom management, limited access to experienced science colleagues and limited resources to teach effectively. This leads them to leaving the teaching profession affecting already high teacher attrition rates in urban areas (Ingersol, 2001). In order to address these issues a culturally relevant pedagogy, called reality pedagogy (Emdin, 2011), was implemented in an urban science classroom using a bricolage (Denzin & Lincoln, 2005) of different theories such as social capital (Bourdieu, 1986) and critical race theory (Ladson-Billings & Tate, 1995), along with reality pedagogy to construct a qualitative sociocultural lens. Reality pedagogy has five tools, which are cogenerative dialogues, coteaching, cosmopolitanism, context, and content.;In this longitudinal critical ethnography a science teacher in an alternative teaching certification program was supported for two years as she implemented the tools of reality pedagogy with her urban students. Findings revealed that the science teacher enacted four racial microaggressions against her students, which negatively affected the teacher-student relationship and science teaching and learning. As the tools of reality pedagogy were implemented the teacher-student relationship in the science classroom changed from negative to positive. This then impacted the teachers' decision whether to stay in the teaching profession. Where initially she wanted to leave teaching due to the disconnect with her culturally diverse urban students she decided to stay teaching in urban schools as a consequence of implementing reality pedagogy. In addition, students together with their science teacher were able to redefine the traditional science curriculum by including their community health and science concerns. This led to an increase in students' interest in school science because their urban science interests were incorporated in the science curriculum. Moreover, in order to inform other science teacher educators and teachers on how to implement reality pedagogy this study describes how it was implemented, the challenges that were encountered, and recommendations of an effective sequence of the tools.
机译：统计数据表明，住在被遗忘的地方的学生没有从事与科学有关的职业。这是有问题的，因为我们没有挖掘可以很好地实现科学进步的多样化人才，而且正如《科学》杂志所讨论的那样，对公平负有道德义务（AAAS，1989）。研究表明，造成这种差距的原因之一是，学生由于无法与老师建立文化联系而在K--12早期就感到与科学疏远（Tobin，2001）。都市学生分享一种都市文化，这是一种与大多数没有经历都市文化细微差别的教师队伍不同的认识和存在方式。这些老师在城市教室里教书时遇到了挑战，并且面临着无数的困难，例如教室管理，与有经验的科学同事接触有限，有效教学的资源有限。这导致他们离开教学行业，影响了已经很高的城市教师流失率（Ingersol，2001）。为了解决这些问题，我们在城市科学教室中采用了不同理论的桥本（Denzin＆Lincoln，2005），例如社会资本（Bourdieu，1986）和城市科学教室，实施了与文化相关的教学法，称为现实教学法（Emdin，2011）。批判种族理论（Ladson-Billings＆Tate，1995），以及现实教育学，构成了定性的社会文化视角。现实主义教学法有五种工具，它们是协同对话，隐喻，世界主义，语境和内容。；在这种纵向批判人种志中，一位科学老师在替代教学认证计划中获得了两年的支持，因为她与她一起实施了现实主义教学法。城市学生。调查结果表明，理科老师对她的学生实施了四次种族微侵略，这对师生关系和科学教学产生了负面影响。随着现实主义教学法工具的实施，科学教室中的师生关系从消极变为积极。然后，这影响了教师决定是否继续从事教师职业的决定。最初由于与文化多元的城市学生脱节而想离开教学的地方，由于实施现实主义教学法，她决定继续在城市学校任教。此外，学生及其理科老师还能够通过纳入社区健康和科学问题来重新定义传统科学课程。这导致学生对学校科学的兴趣增加，因为他们的城市科学兴趣被纳入了科学课程。此外，为了向其他理科教师教育者和老师介绍如何实施现实主义教学法，本研究描述了如何实施现实主义教学法，遇到的挑战以及有效工具顺序的建议。

著录项

  • 作者

    Borges, Sheila Ivelisse.;

  • 作者单位

    Columbia University.;

  • 授予单位 Columbia University.;
  • 学科 Science education.;Teacher education.;Education policy.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 278 p.
  • 总页数 278
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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