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- Title
Using Students' Lived Experiences in an Urban Science Classroom: An Elementary School Teacher's Thinking.
- Authors
Upadhyay, Bhaskar Raj
- Abstract
The article analyzes the use of students' lived experiences in urban elementary science classrooms. Teachers should encourage and nurture students to share their experiences as funds of knowledge in science classrooms. Funds of knowledge can be used to validate students' identities as knowledgeable individuals who can use such knowledge as a foundation for future learning. Elementary teachers in urban schools are challenged in science classrooms because there is a gap between what students know from their everyday experience and what the science curriculum wants them to know. Science teachers can utilize students' lived experiences to help linguistically and culturally diverse learners to learn meaningful science. Students should be allowed to bring their experiences and funds of knowledge into science classes because then they could relate science learning to their everyday lives and could better retain those science concepts for later use. There is a need for white urban schoolteachers to employ a radically new approach to teaching that recognizes and utilizes students' lived experiences during science instructions.
- Subjects
URBAN schools; CURRICULUM; SCIENCE teachers; ELEMENTARY education; SCIENCE education; LEARNING ability; STUDY skills; CLASSROOM environment; EDUCATIONAL standards
- Publication
Science Education, 2006, Vol 90, Issue 1, p94
- ISSN
0036-8326
- Publication type
Article
- DOI
10.1002/sce.20095