Teaching Discourses: Science Teachers' Responses to the Voices of Adolescent Girls.
Saved in:
| Title: | Teaching Discourses: Science Teachers' Responses to the Voices of Adolescent Girls. |
|---|---|
| Authors: | Buck, Gayle A.1 gbuck@unlnotes.unl.edu |
| Source: | Learning Environments Research. 2002, Vol. 5 Issue 1, p29-50. 22p. |
| Subject Terms: | *Teaching, *Discourse analysis, *Science education, *Education research, *Qualitative research, Teenage girls |
| Abstract: | The purpose of this study was to provide an opportunity for science teachers to ‘listen’ to adolescent girls discuss their ideas and feelings about the contemporary structure of middle-level science education. The reflections of these teachers were then analyzed to capture how the teachers interpreted what adolescent girls had to say and the action that they will take in the classroom as a result of those interpretations. This qualitative study investigated 11 teachers and 51 Grade 7 and 8 girls from various states across the continental USA. The girls discussed such things as their favorite science topics, comfort level in science classrooms, and curiosities about the physical world. The study revealed that adolescent girls strive to make a connection to science. They can see how science can help them to understand better themselves and their world, but they seldom find such understandings in contemporary science classrooms. In addition, adolescent girls not only need to have choices in their studies, but they understand that need. The study revealed that the teachers interpreted the girls' request from an assimilative perspective by seeking ways to help the girls ‘fit’ into the existing structure of science education. The implications of the study suggest that science education will need to change in response to the voices of the ‘others’, but that change will only happen if we prepare teachers better to be prepared to listen and change practice in light of what they hear. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Environments Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 17020419 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Teaching Discourses: Science Teachers' Responses to the Voices of Adolescent Girls. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Buck%2C+Gayle+A%2E%22">Buck, Gayle A.</searchLink><relatesTo>1</relatesTo><i> gbuck@unlnotes.unl.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Learning+Environments+Research%22">Learning Environments Research</searchLink>. 2002, Vol. 5 Issue 1, p29-50. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Discourse+analysis%22">Discourse analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Teenage+girls%22">Teenage girls</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this study was to provide an opportunity for science teachers to ‘listen’ to adolescent girls discuss their ideas and feelings about the contemporary structure of middle-level science education. The reflections of these teachers were then analyzed to capture how the teachers interpreted what adolescent girls had to say and the action that they will take in the classroom as a result of those interpretations. This qualitative study investigated 11 teachers and 51 Grade 7 and 8 girls from various states across the continental USA. The girls discussed such things as their favorite science topics, comfort level in science classrooms, and curiosities about the physical world. The study revealed that adolescent girls strive to make a connection to science. They can see how science can help them to understand better themselves and their world, but they seldom find such understandings in contemporary science classrooms. In addition, adolescent girls not only need to have choices in their studies, but they understand that need. The study revealed that the teachers interpreted the girls' request from an assimilative perspective by seeking ways to help the girls ‘fit’ into the existing structure of science education. The implications of the study suggest that science education will need to change in response to the voices of the ‘others’, but that change will only happen if we prepare teachers better to be prepared to listen and change practice in light of what they hear. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Learning Environments Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=17020419 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1023/A:1015614707854 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 29 Subjects: – SubjectFull: Teaching Type: general – SubjectFull: Discourse analysis Type: general – SubjectFull: Science education Type: general – SubjectFull: Education research Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Teenage girls Type: general Titles: – TitleFull: Teaching Discourses: Science Teachers' Responses to the Voices of Adolescent Girls. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Buck, Gayle A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2002 Type: published Y: 2002 Identifiers: – Type: issn-print Value: 13871579 Numbering: – Type: volume Value: 5 – Type: issue Value: 1 Titles: – TitleFull: Learning Environments Research Type: main |
| ResultId | 1 |
