Published:
Apr. 02, 2012
Source: Journal of Science Teacher Education, Volume 23, Issue 3, pp 221-231. April 2012
There are some small urban high schools that have high levels of student engagement in science.
Those schools who have created these effective environments for science show that it is only in the whole school context in which these effective science classrooms exist and the matrix of interactions organized by the teachers outside the science classroom that leads to this success.
The theory and research behind the success of this matrix of interactions that differentiates these effective classrooms from traditional inner city science classrooms is presented.