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Extra info for Researching Teaching: Methodologies and Practices for Understanding Pedagogy
This is how a Grade 9 student describes such a situation: Mr Venn made a big production of his disappointment. He went on and on exclaiming his amazement at the mistakes people had made on the science test. ‘My God, did I do such a poor job at explaining this stuff to you people? I know there is nothing wrong with your brains. And, you Wendy…? Ken…? ’ It was obvious that he did not really expect an answer. And nobody tried. The class was completely quiet. None dared to crack a joke. Most kids got a failing or near failing mark.
And RUTHERFORD, M. (1998a) ‘Models in explanations, part 1: Horses for courses’, International Journal of Science Education, 20, pp. 83–97. , BOULTER, C. and RUTHERFORD, M. (1998b) ‘Models in explanations, part 2: Whose voice? ’ International Journal of Science Education, 20, pp. 187–203. J. J. (1982) ‘Children’s science and its implications for teaching’, Science Education, 67, pp. 625–33. M. , YEANY, R. and BRITTON, B. (eds) The Psychology of Learning Science, pp. 219–40, Hillsdale, NJ: Erlbaum.
Ken…? ’ It was obvious that he did not really expect an answer. And nobody tried. The class was completely quiet. None dared to crack a joke. Most kids got a failing or near failing mark. Only two or three students barely made over 60%. Again Mr Venn blew his cool, uttering his disgust while he walked around the room, demonstratively placing each paper in front of its owner, as if he could not quite believe it, as if he wanted to verify each case. Most students sort of looked sheepish. I feared my turn, feeling already ashamed.