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dc.contributor.authorHanuscin, Deborah L.eng
dc.contributor.authorLee, Michele H.eng
dc.date.issued2010-10eng
dc.descriptionThis conference paper was presented presented at the annual meeting of the Association for Science Teacher Education in Clearwater, FL.eng
dc.description.abstractSchool science experiences shape learners' attitudes and beliefs about science. Yet, school experiences often consist of reading from a text, memorizing scientific facts, or conducting “verification” type laboratories, and thus may fail to accurately portray the nature of science. Lemke (1990) refers to this as the “mystique of science” in which teachers, often without realizing it, reinforce a set of harmful myths that impersonalize science and alienate learners. Our own reading of preservice teachers' science autobiographies (Koch, 1990) confirms that the images of science they hold are often inaccurate and oversimplified versions of this rich human and social endeavor. Indeed, when asked to “Draw A Scientist” (Chambers, 1983) our preservice elementary teachers overwhelmingly represent scientists as the stereotypical white male in a lab coat, similar to students and teachers in national studies (Barman, 1997; Moseley & Norris, 1999). Thus, they are likely to perpetuate such images through their own instruction, which can have profound consequences.eng
dc.identifier.urihttp://hdl.handle.net/10355/8810eng
dc.languageEnglisheng
dc.relation.ispartofLearning, Teaching, and Curriculum presentations (MU)eng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. College of Education. Department of Learning, Teaching, and Curriculumeng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.eng
dc.source.harvestedDeborah L. Hanuscin web site (web.missouri.edu/~hanuscind/index.html)eng
dc.subjectscience curriculumeng
dc.subject.lcshScience -- Juvenile literatureeng
dc.subject.lcshStudent teachers -- Training ofeng
dc.subject.lcshScience teachers -- Training ofeng
dc.subject.lcshScience -- Study and teaching (Elementary)eng
dc.titleTeaching Against the Mystique of Science: Literature Based Approaches in Elementary Teacher Educationeng
dc.typeConference papereng


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