Teacher Learning and Informal Science Education
Description
This book is situated in a study of learning to teach science, informal science education and identity. The study initially aimed to learn how teachers' identities were influenced by teacher learning experiences in informal science institutions and sites.
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Person
Jennifer D. Adams is a Tier 2 Canada Research Chair and Professor at the University of Calgary and an NSF Early CAREER awardee. Prior to joining the faculty at the UofC, she had appointments at the City University of New York (Brooklyn College and The Graduate Center), the American Museum of Natural History, New York City Outward Bound and as a high school science teacher with the (then) New York City Board of Education.
Brooklyn in da House!
Content
Figures - Abbreviations - Expansivising Spaces and Affordances for Science Learning - An Artifact of Settler Colonialism - Teacher Agency and Identity: Creating Affordances in the Expansivising Space - Modifying Resources: Adapting Museum Display and Investigation for the Classroom - Expanded Agency Through Modifying and Creating Affordances - Critically Expansivising Practices: Teachers as Bricoleurs - Challenging "Scientific" Research Paradigms Through Sociocultural Lenses and Dialogic Methodologies - Youth Practices as Expansivising Resources: DWL on WhatsApp.
