Abstract
This is a commentary to the case narrative, “But Why Do We Need to Study This? The Case of Arsenic in the School’s Soil” written by Jose M. Pavez.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Aghasaleh, R., Enderle, P., Puvirajah, A., Rickard, J., Boehnlein, A., Bornstein, J., & Hendrix, R. (2018). Teaching computing to urban Latinx youth: Make science teaching great again. Curriculum and Teaching Dialogue Journal, 20(1/2), 143–147.
Aghasaleh, R., Enderle, P., & Puvirajah, A. (2019). From computational thinking to political resistance: Reciprocal lessons from urban Latinx middle school students. Journal of Activist Science and Technology Education, Special Issue on Topologies of Activism, 10(1), 29–44.
Banks, J. A., & Banks, C. A. M. (Eds.). (2019). Multicultural education: Issues and perspectives. Wiley.
Eisner, E. W. (2002). The educational imagination. Merrill.
Freire, P. (1968/1970). Pedagogy of the oppressed. Continuum.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Hollie, S. (2015). Strategies for culturally and linguistically responsive teaching and learning. Teacher Created Materials.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.
Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural education. Longman.
Paris, D., & Alim, H. S. (2018). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
Spencer, H. (1860). What knowledge is of most worth? In H. Spencer (Ed.), Education: Intellectual, moral, and physical (pp. 21–96). D Appleton & Company. https://doi.org/10.1037/12158-001
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Aghasaleh, R. (2023). Commentary: Whose Science is of the Most Worth? Making a Case for Problem Posing Instead of Problem Solving. In: Jeong, S., Bryan, L.A., Tippins, D.J., Sexton, C.M. (eds) Navigating Elementary Science Teaching and Learning. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-031-33418-4_73
Download citation
DOI: https://doi.org/10.1007/978-3-031-33418-4_73
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-33417-7
Online ISBN: 978-3-031-33418-4
eBook Packages: EducationEducation (R0)