Abstract
This chapter focuses on the ontological shift experienced by an urban science teacher and her students when she took the risk of engaging them in discursive dialogues. This approach emanated from her search for a better way to create a classroom environment conducive for teaching and learning of science in a culturally diversified classroom.
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Otulaja, F.S., Thornton, M.V. (2014). Transforming A Teacher’s And Students’ Ontologies Through Small-Group Collective And Collaborative Dialogic Actions In The Urban Science Classroom. In: Tobin, K., Shady, A. (eds) Transforming Urban Education. Bold Visions in Educational Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-563-2_16
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DOI: https://doi.org/10.1007/978-94-6209-563-2_16
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-563-2
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