Work

Science teachers' attempts at integrating feminist pedagogy through collaborative action research

Year: 2006

Type: article

Abstract: The purpose of this study was to examine the experiences of three science teachers attempting to transform their practice by conducting action research on feminist science teaching. The teachers engaged in systematic, self‐critical inquiry of their own practice and joined 8 other science teachers to engage in collaborative conversations about the nature of science, science teaching, and science education as a way of coming to a better understanding of how science can be taught for a more diverse group of students. Data were gathered via semistructured interviews, whole‐group discussions, classroom observations, and review of supporting documents. Data analysis was based on narrative inquiry, where particular attention was given to the construction and reconstruction of the teachers' stories of their practical inquiries. Results indicated that the teachers as researchers of their own practice gained new knowledge about feminist science teaching and, furthermore, generated a cluster of pedagogical possibilities for inclusive, dynamic science teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach

Source: Journal of Research in Science Teaching

DOI: 10.1002/tea.20120

Author: Brenda M. Capobianco

Institution: Purdue University West Lafayette

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Gender equality, Reduced inequalities

Open Access status: bronze

Funder: National Science Foundation