Children Do Science: Learning to Recognize Children's Science (Bios-Mythois: Rehumanizing STEM through Creative Narratives and Humanizing Approaches, Band 2) - Softcover
Inhaltsangabe
This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers.
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Über die Autorin bzw. den Autor
Kristen Schaffer is an Assistant Professor at Mount Royal University. Her teaching and research integrate the arts, sciences, and mathematics education with a focus on anti-oppressive, community-oriented practices. She draws on museum and classroom experience to support teacher candidates in creativity and critical reflexivity.
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Children Do Science
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Taschenbuch. Zustand: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers. 236 pp. Englisch. Bestandsnummer des Verkäufers 9783034354011
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Children Do Science (Paperback)
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Paperback. Zustand: new. Paperback. This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers. This book explores how educators and researchers can shift deficit views by recognizing all children as science practitioners. Using personal narrative, community-based research, and a funds of science knowledge framework, it shows how to affirm childrens diverse science practices and reimagine equity in science education. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Bestandsnummer des Verkäufers 9783034354011
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Children Do Science (Paperback)
ISBN 10: 3034354010
ISBN 13: 9783034354011
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Paperback. Zustand: new. Paperback. This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers. This book explores how educators and researchers can shift deficit views by recognizing all children as science practitioners. Using personal narrative, community-based research, and a funds of science knowledge framework, it shows how to affirm childrens diverse science practices and reimagine equity in science education. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability. Bestandsnummer des Verkäufers 9783034354011
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Children Do Science: Learning to Recognize Children's Science: 2
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Children Do Science (Paperback)
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ISBN 13: 9783034354011
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Paperback. Zustand: new. Paperback. This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers. This book explores how educators and researchers can shift deficit views by recognizing all children as science practitioners. Using personal narrative, community-based research, and a funds of science knowledge framework, it shows how to affirm childrens diverse science practices and reimagine equity in science education. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. Bestandsnummer des Verkäufers 9783034354011
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Children Do Science
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Taschenbuch. Zustand: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers. 236 pp. Englisch. Bestandsnummer des Verkäufers 9783034354011
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Children Do Science : Learning to Recognize Children's Science
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Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers. Bestandsnummer des Verkäufers 9783034354011
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Children Do Science | Learning to Recognize Children's Science
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Taschenbuch. Zustand: Neu. Children Do Science | Learning to Recognize Children's Science | Kristen Schaffer | Taschenbuch | Bios-Mythois | Englisch | 2026 | Peter Lang | EAN 9783034354011 | Verantwortliche Person für die EU: Lang, Peter GmbH, Gontardstr. 11, 10178 Berlin, r[dot]boehm-korff[at]peterlang[dot]com | Anbieter: preigu. Bestandsnummer des Verkäufers 135582011
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