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Science teachers' attempts at integrating feminist pedagogy through collaborative action research
Author(s) -
Capobianco Brenda M.
Publication year - 2007
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.20120
Subject(s) - action research , science education , narrative , pedagogy , mathematics education , action (physics) , narrative inquiry , sociology , psychology , linguistics , philosophy , physics , quantum mechanics
The purpose of this study was to examine the experiences of three science teachers attempting to transform their practice by conducting action research on feminist science teaching. The teachers engaged in systematic, self‐critical inquiry of their own practice and joined 8 other science teachers to engage in collaborative conversations about the nature of science, science teaching, and science education as a way of coming to a better understanding of how science can be taught for a more diverse group of students. Data were gathered via semistructured interviews, whole‐group discussions, classroom observations, and review of supporting documents. Data analysis was based on narrative inquiry, where particular attention was given to the construction and reconstruction of the teachers' stories of their practical inquiries. Results indicated that the teachers as researchers of their own practice gained new knowledge about feminist science teaching and, furthermore, generated a cluster of pedagogical possibilities for inclusive, dynamic science teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach