%0 Journal Article
%T Differences in the classroom: learning about practices of two science teachers
%A Elaine Soares Fran£¿a
%A Danusa Munford
%J Investiga£¿£¿es em Ensino de Ci¨ºncias
%D 2012
%I Universidade Federal do Rio Grande do Sul
%X In this research, a case study, we adopted ethnography as logic of inquiry to learn about teaching for diverse groups in middle school science classrooms. Multiple data sources were used: participant observation, video and audio records, field notes and semi-structured interviews. We analyzed interviews with two teachers, as well as classroom episodes to construct, through contrast, a characterization of two types of practice involving diversity in the classroom. The first teacher show concerns with introducing students in school culture. She tried to ¡°translate¡± terms that students do not understand, explaining their meanings. In this process, teaching subject matter knowledge (SMK) is a secondary goal. The other teacher emphasized SMK, trying to establish connections between science content and students¡¯ everyday life experiences. Both teachers do not acknowledge significant influences in science learning related to gender, social class, and ethnicity.
%K student diversity
%K science learning
%K discourse
%K teaching practices
%U http://www.if.ufrgs.br/ienci/artigos/Artigo_ID307/v17_n3_a2012.pdf