Abstract
The purpose of this study is to describe and analyse the role of a teacher's caring and enthusiasm in an inclusive science classroom. Using stories, interviews, and action research, it is revealed that this teacher's approach focuses on two major ideas: (a) Combining activity-oriented science curriculum with the building of caring relationships in her classroom; and (b) Developing enthusiasm for science and fulfilling students' personal purposes. A case study of one student labeled as “learning disabled” is analysed and provides evidence of his remarkable growth in terms of his academic and behavioral performance over a period of two years. Based on the results of this study a number of ways of subverting labeling are suggested and two qualitative hypotheses for further research in this area are proposed. The main suggestion of this study is that thinking behind labels in the context of an inclusive science classroom needs to be revised in light of the role of teacher caring.
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Zembylas, M., Isenbarger, L. Teaching Science to Students with Learning Disabilities: Subverting the Myths of Labeling Through Teachers' Caring and Enthusiasm. Research in Science Education 32, 55–79 (2002). https://doi.org/10.1023/A:1015050706407
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DOI: https://doi.org/10.1023/A:1015050706407