Search results for: Butler Malcolm B.
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An Examination of Black Science Teacher Educators’ Experiences with Multicultural Education, Equity, and Social Justice
This article examines the experiences of Black science teacher educators when they attempted to include multicultural education, equity, and social justice in their teaching. The findings reveal that the participants shared challenges that occur in the academy when they dealt with their Blackness as a faculty member and attempted to infuse multicultural science education, equity, and social justice in their classes. Many of these faculty members decided to incorporate multicultural education, equity, and social justice in their courses. Furthermore, some of them have attempted and stopped due to student evaluations and the need to gain promotion and tenure. The authors suggest that these shared experiences can assist other science educators by understanding Black faculty members’ struggles with the infusion of multicultural science education, equity, and social justice in their teaching.
Updated: Dec. 14, 2015
Improving Preservice Middle Grades Science Teachers’ Understanding of the Nature of Science Using Three Instructional Approaches
The purpose of this study was to examine changes in preservice teachers’ understanding of the nature of science (NOS) as a result of four activity-based interventions. These interventions represent three instructional approaches used in a middle grades science methods course. 10 participants’ understanding of NOS and their perceptions about the activity-based interventions were investigated.
Updated: Jun. 15, 2009