Conceptualizing the margins in science education: the limits of multicultural analyses

Volume: 14, Issue: 2, Pages: 493 - 514
Published: Apr 23, 2019
Abstract
Using a phenomenographic design, this research reports on a study of a cohort (N = 22) of graduate students’ conceptualizations of difference as they progressed through the only required diversity course in a science education program at a large, urban university in the American northeast. Data collection included biweekly course reflections, a modified Pedagogy of Science Teaching Test designed with students labeled with disabilities within its...
Paper Details
Title
Conceptualizing the margins in science education: the limits of multicultural analyses
Published Date
Apr 23, 2019
Volume
14
Issue
2
Pages
493 - 514
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