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Cited by 665

The DOI matches its Crossref record; 55 of the 55 references it cites were found in a registry or an index.

Rethinking diversity in learning science: The logic of everyday sense‐making

Warren, Beth, Ballenger, Cynthia, Ogonowski, Mark, Rosebery, Ann S., Hudicourt‐Barnes, Josiane·2001·Journal of Research in Science Teaching
DOI 10.1002/tea.1017
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Abstract

There are many ways to understand the gap in science learning and achievement separating low‐income, ethnic minority and linguistic minority children from more economically privileged students. In this article we offer our perspective. First, we discuss in broad strokes how the relationship between everyday and scientific knowledge and ways of knowing has been conceptualized in the field of science education research. We consider two dominant perspectives on this question, one which views the relationship as fundamentally discontinuous and the other which views it as fundamentally continuous. We locate our own work within the latter tradition and propose a framework for understanding the everyday sense‐making practices of students from diverse communities as an intellectual resource in science learning and teaching. Two case studies follow in which we elaborate this point of view through analysis of Haitian American and Latino students' talk and activity as they work to understand metamorphosis and experimentation, respectively. We conclude with a discussion of the implications of this new conceptualization for research on science learning and teaching. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 529–552, 2001

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Cites

Research works printed but not linked: 17

  1. Clement J, 1983, Mental models, 325
  2. Conant F., Building bridges: Linking home and school
  3. Eggers–Piérola C. (1996).“We haven't still explored that”: Science learning in a bilingual classroom. Doctoral dissertation Graduate School of Education Harvard University Cambridge MA.
  4. Gee J.P., Challenging a single standard: Multiple perspectives on literacy
  5. Halliday M.A.K., 1993, Writing science: Literary and discursive power
  6. Hudicourt‐Barnes J. (2000).Argumentation in Haitian Creole classrooms. Submitted for publication. (Also presented at the 31st Annual Conference on African Linguistics Boston University March 2–5 2000.)
  7. Hymes D, 1996, Ethnography, linguistics, narrative inequality: Toward an understanding of voice
  8. Kuhn D., 1988, The development of scientific thinking skills
  9. 10.3102/0013189X027004012 · doi:10.3102/0013189x027004012 · Paper page
  10. McCloskey M, 1983, Mental models, 299
  11. Michaels S., 2000, Multiliteracies, 267
  12. Minstrell J, 1989, Toward the thinking curriculum: Current cognitive research, 131
  13. Pothier S. (2000 December 1–2).“What is this question asking me to do?” Two cases from literacy and science. Paper presented at the conference Toward the Development of Teacher Research Wellesley MA.
  14. Rosebery A., 1998, Boats, balloons, and classroom video: Science teaching as inquiry
  15. Rosebery A.S. &Warren B. (1999 November).Supporting teachers to develop theories of children in the particular.. Paper presented at the Conference on Teacher Change National Center for Improving Student Learning and Achievement University of Wisconsin Madison.
  16. Salk J, 1983, The anatomy of reality
  17. Warren B., 1996, Innovations in learning: New environments for education, 97

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Metadata

Authors
Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A. S., & Hudicourt‐Barnes, J.
Venue
Journal of Research in Science Teaching
Publisher
Wiley
Published
2001-04-30
Volume
38
Issue
5
Pages
529-552
ISSN
  • 0022-4308 (ISSN-L)
  • 1098-2736
DOI
10.1002/tea.1017
OpenAlex
W2121742108
Cited by
665
References
55
FWCI
93.42
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)

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