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Science and society in the classroom [electronic resource] : using sociocultural perspectives to develop science education / Geeta Verma.

By: Verma, Geeta.
Material type: TextTextPublisher: Amherst, N.Y. : Cambria Press, c2009Description: 1 online resource (xxvi, 203 p.) : ill.ISBN: 9781624992407 (electronic bk.); 1624992404 (electronic bk.).Subject(s): Science -- Study and teaching (Middle school) | Curriculum planning | Education, Urban | EDUCATION / Teaching Methods & Materials / Science & TechnologyGenre/Form: Electronic books.Additional physical formats: Print version:: Science and society in the classroom.DDC classification: 507.1/2 Online resources: EBSCOhost Review: "In this book, the author posits that the exploration of urban students' engagement with school science using sociocultural perspectives may uncover factors that influence students learning and success in the science classrooms. The author further proposes that using curricula framed around sociocultural perspectives may develop students' understandings about the role science and technology plays in their lives, as well as well as in the larger society, thus making science more accessible and relevant for these children in urban settings." "There has been no study to date that examines the impact of curricular approaches guided by a sociocultural framework (contextualized curriculum in this study) on the comprehension level and attitudes of students. The study fills that gap and holds implications for the inclusion of alternative curricular framework in urban middle school science classrooms." "The author has used a mixed-methods study and draws upon both quantitative and qualitative data sources. The study design allows the reader to appreciate the perspectives of participating students and teachers on the use of contextualized curricular framework versus curricular framework guided by IVF practices in urban middle school science classrooms"--BOOK JACKET.
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Includes bibliographical references (p. [181]-197) and index.

"In this book, the author posits that the exploration of urban students' engagement with school science using sociocultural perspectives may uncover factors that influence students learning and success in the science classrooms. The author further proposes that using curricula framed around sociocultural perspectives may develop students' understandings about the role science and technology plays in their lives, as well as well as in the larger society, thus making science more accessible and relevant for these children in urban settings." "There has been no study to date that examines the impact of curricular approaches guided by a sociocultural framework (contextualized curriculum in this study) on the comprehension level and attitudes of students. The study fills that gap and holds implications for the inclusion of alternative curricular framework in urban middle school science classrooms." "The author has used a mixed-methods study and draws upon both quantitative and qualitative data sources. The study design allows the reader to appreciate the perspectives of participating students and teachers on the use of contextualized curricular framework versus curricular framework guided by IVF practices in urban middle school science classrooms"--BOOK JACKET.

Description based on print version record.

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Science and society in the classroom by Verma, Geeta. ©2009
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