Search results for: Latta Margaret A. Macintyre
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The article contradicts the notion that teaching and learning in practice are forms of applied science. Using middle school science classrooms, the authors argue that the true process driving both teaching and learning is inquiry. As teachers experimented directly with the working notions of seeing, relational knowing, mindful embodiment, and assessment as interrelated and interdependent with inquiry, the teaching/learning outcomes authorized more and more inquiry in teachers' - and then students' – practices.
Updated: Mar. 14, 2008
The article explores the 'good' work of teaching and learning, and explores the issue from the point of view of an educational anthropologist, an educational philosopher, and a teacher educator.
Updated: Jan. 03, 2008