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The Dissonance between Scientific Evidence, Diversity and Dialogic Pedagogy in the Science Classroom
Peer reviewed
Direct linkMansour, Nasser – International Journal of Science Education, 2020
This study explored the interplay between science teachers' pedagogical beliefs, scientific evidence, and diversity. This study adopts a sociocultural view of science that views science as a cultural way of knowing, and acknowledges that it is laden with cultural understandings, interpretations, and a language of its own. This paper reports…
Descriptors: Science Instruction, Evidence, Science Teachers, Teacher Attitudes
