Applying the principles of culturally sustaining pedagogy to a model for justice-oriented school science pedagogy in England: the science capital teaching approach
There is a need to support more equitable engagement with science, technology, engineering and mathematics (STEM) in schools. However, despite decades of special initiatives, mainstream science education still largely reproduces, rather than challenges, enduring social inequalities, particularly in...
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| フォーマット: | Artigo |
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| 言語: | Inglês |
| 出版事項: |
UCL Press
2024-03-01
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| シリーズ: | London Review of Education |
| 主題: | |
| オンライン･アクセス: | https://journals.uclpress.co.uk/lre/article/pubid/LRE-22-7/ |
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