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Journal of Research in…2
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Ellsworth, Elizabeth1
Osborne, Margery D.1
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A Response To Margery Osborne. Teacher as Knower and Learner: Reflections on Situated Knowledge in Science Teaching.
Peer reviewed Peer reviewed
Ellsworth, Elizabeth – Journal of Research in Science Teaching, 1998
Teacher knowledge--indeed teachers themselves--is always unfinished and incomplete. Knowledge never exists outside of a context of use. The shift to seeing teaching as site of cultural production invites the question, What structures of human relationship will scientists and science educators construct in and through the work they perform? The…
Descriptors: Cognitive Structures, Context Effect, Critical Theory, Cultural Activities
Teacher as Knower and Learner: Reflections on Situated Knowledge in Science Teaching.
Peer reviewed Peer reviewed
Osborne, Margery D. – Journal of Research in Science Teaching, 1998
Argues that a teacher's practice reflects changing experiences, knowledge, values, and identities, and as such can be productively thought of as a site for learning as well as a site for expounding upon what is known. Suggests a vision for what constitutes effective practice different from that commonly held in science. Contains 33 references.…
Descriptors: Cognitive Structures, Context Effect, Critical Theory, Cultural Activities