ROEL: Teaching and Learning of Science in Urban High Schools

这是一项在宾夕法尼亚州费城的三所社区高中进行的学习科学教学研究。本研究试图从学生利用其现有的社会和文化资本来理解他们在校期间和放学后参与的活动的角度来理解科学的教学和学习。它将涉及六名教师研究人员，他们参与了当地的系统性倡议，其中教师讲授化学课程。这些学校还参与了费城城市系统倡议。这项研究将考察不同机构环境下的科学学习，“以确定学生和教师如何相互作用，赋予他们的环境意义。”它将设法了解贫困城市环境中的教师如何赢得学生的尊重并与学生建立融洽关系。它将回答其他问题，如“当学生的行为方式与教师的目标相抵触时，教师如何调整他们的教学来提供机会。”

This is a study of teaching learning science in three neighborhood high schools in Philadelphia, Pa. The study seeks to understand the teaching and learning of science in terms of student use of their existing social and cultural capital to make sense of the activities they participate in during school and after school. It would involve six teacher-researchers who are involved with a local systemic initiative in which the teachers are teaching courses in chemistry. The schools are also involved with the Philadelphia's Urban Systemic Initiative. The study would examine learning of science in different institutional settings "to ascertain how students and teachers interact to give meaning to their environment." It will seek to learn how teachers in poor urban environments gain the respect of and build rapport with their students. It will answer other questions such as, "when students act in ways that are resistant to the goals of the teacher, how do teachers adapt their teaching to provide opportunities."