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2018
Volume 76, Issue 3
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

Observes a 9-year-old third-grade student at home and at school. Reveals the disparity between Laura’s highly contextualized knowledge of science and the school science curriculum. States that teachers do not value Laura’s strong observational and analytical proclivities and that both she and her teachers think of Laura as an academic failure.

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/content/journals/10.58680/la199926
1999-01-01
2024-07-21
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http://instance.metastore.ingenta.com/content/journals/10.58680/la199926
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  • Article Type: Research Article
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