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Cultural Studies of Science Education

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26.08.2016 | Forum

Equitable research: a bridge too far?

verfasst von: Leon Walls

Erschienen in: Cultural Studies of Science Education | Ausgabe 2/2017

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Abstract

This paper is written in response to Angela Chapman and Allan Feldman’s research study, “Cultivation of science identity through authentic science in an urban high school”. I utilize this forum piece to extend the call for “awakening a dialogue” that critically assesses the effectiveness of current K-12 science education research in addressing the needs of populations of color. I take the opportunity to first discuss elements of what an equitable research focus might look like. I finish by critiquing and ultimately commending the authors on the degree to which they succeed in demonstrating an equitable approach to the design and carrying out of their study.

Vorheriger Artikel Cultivation of science identity through authentic science in an urban high school classroom

Nächster Artikel Sociocultural influences on science and on science identities

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Titel: Equitable research: a bridge too far?
verfasst von: Leon Walls
Publikationsdatum: 26.08.2016
Verlag: Springer Netherlands
Erschienen in: Cultural Studies of Science Education / Ausgabe 2/2017
Print ISSN: 1871-1502
Elektronische ISSN: 1871-1510
DOI: https://doi.org/10.1007/s11422-016-9770-4

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