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Peer reviewedOsborne, 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
