Examining the “Script” in Science Education: Critical Literacy in the Classroom
2004
One day out of frustration, a prospective teacher came to me and said, “How
much biology do I really have to know to teach this to first graders? Don’t you
have a lesson plan that I can put into my folder?” Though blunt in its delivery,
this prospective teacher had expressed a pervasive sentiment that had simmered
all semester among the class. Whenever we deviated into the complex
relationships in biology, or introduced open-ended questions in science, the
prospective teachers often became irritable and exasperated. They desperately
wanted the “script,” the lesson plans that cover the diverse range of science
standards, the veritable bag of tricks that they could use for teaching in their
class. Most of these prospective teachers were anxious about their mastery of
science; they wanted just enough biology or chemistry to anticipate their own
students’ questions.
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