A Framework for Dismantling the Binary Thought Processes of Science Teachers

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: Transformations Across Curriculum, Language, and Culture (Table 16)

Abstract

Using constructivist grounded theory methodology, this paper explored the binary thought processes of secondary school science teachers when interpreting students' scientific models that are comprised of drawings. From the categories and themes that emerged, a framework was constructed to provide science teachers with strategies for decolonizing science assessment practices.

Author

• Alecia M. Redway, Yonkers Public Schools