1 |
Barton, A. C. (2001). Science education in urban settings: Seeking new ways of praxis through critical ethnography. Journal of Research in Science Teaching, 38(8), 899-917.
DOI
|
2 |
Barton, A. C., Tan, E., & Rivet, A. (2008). Creating hybrid spaces for engaging school science among urban middle school girls. American Educational Research Journal, 45(1), 68-103.
DOI
|
3 |
Barton, A. C., & Tan, E. (2009). Funds of knowledge and discourses and hybrid space. Journal of Research in Science Teaching, 46(1), 50-73.
DOI
|
4 |
Basu, S. J., & Barton, A. C. (2007). Developing a sustained interest in science among urban minority youth. Journal of Research in Science Teaching, 44(3), 466-489.
DOI
ScienceOn
|
5 |
Byun, C. S., & Kim, H. B. (2010). The effects of student-centered instruction using analogy for middle school students' learning of the photosynthesis concept. Journal of the Korean Association for Research in Science Education, 30(2), 304-322.
|
6 |
Buxton, C. (2006). Creating contextually authentic science in a "low-performing" urban elementary school. Journal of Research in Science Teaching, 43(7), 695-721.
DOI
|
7 |
Cowie, B., Jones, A., & Otrel-Cass, A. (2011). Re-engaging students in science: Issues of assessment, funds of knowledge and sites for learning. International Journal of Science and Mathematics Education(2011), 9(2), 347-366.
DOI
|
8 |
Daspit, T. (1999). Rap pedagogies: "Bring(ing) the noise" of "knowledge born on the microphone" to the racial education. In T. Daspit and L. Weaver (Eds.), Popular culture and critical pedagogy: Reading, construction, connecting. New York: Garland Publishing, Inc.
|
9 |
Ford, M., & Forman, E. (2006). Redefining disciplinary learning in classroom contexts. Review of Research in Education, 30(1), 1-32.
DOI
|
10 |
Fusco, D. (2001). Creating relevant science through urban planning and gardening. Journal of Research in Science Teaching, 38(8), 860-877.
DOI
ScienceOn
|
11 |
Glynn, S. M. (1991). Explaining science concepts: A teaching with analogies model. In S. Glynn, R. Yeany, & B. Britton (Eds.), The Psychology of learning science (pp. 219-240). Hillsdale: Lawrence Erlbaum Associates.
|
12 |
Gonzalez, N. & Moll, L. (2002). Cruzando el puente: Building bridges to funds of knowledge. Educational Policy, 16(4), 623-641.
DOI
|
13 |
Javis, T. & Pell, A. (2005). Factors influencing elementary school children's attitudes towards science before, during and after a visit to the UK National space centre. Journal of Research in Science Teaching, 42(1), 53-83.
DOI
ScienceOn
|
14 |
Gutierrez, K. D., Baquedano-Lopez, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture and Activity, 6(4), 286-303.
DOI
|
15 |
Gutierrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148-164.
DOI
|
16 |
Hammond, L. (2001). Notes from California: An anthropological approach to urban science education for language minority families. Journal of Research in Science Teaching, 38(9), 983-999.
DOI
ScienceOn
|
17 |
Jo, Y. (2000). Classroom crisis as a conflict between school culture and youth culture. Anthropology of Education, 3(2), 43-66.
|
18 |
Lave, J., & Wenger, E. (1993). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
|
19 |
Lee, M., & Kim, H. B. (2011). Exploring middles school students' learning development through science magazine project with focus on the perspective of participation. Journal of the Korean Association for Research in Science Education, 31(2), 256-270.
|
20 |
Moje, E. B., Tehani, C., Carillo, R., & Marx, R. W. (2001). "Maestro, What is 'quality'?": Language, literacy, and discourse in project-based science. Journal of Research in Science Teaching, 38(4), 469-498.
DOI
ScienceOn
|
21 |
Oh, P. S., Lee, S., & Kim, C. (2007). Cases of science classroom discourse analyzed from the perspective of knowledge-sharing. Journal of the Korean Association for Research in Science Education, 27(4), 297-308.
과학기술학회마을
|
22 |
Moje, E. B., Ciechanowski, K, M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70.
DOI
|
23 |
Moll, L, C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141
DOI
|
24 |
Moll, L. C., & Greenberg, J. (1990). Creating zones of possibilities: Combining social contexts for instruction. In L. C. Moll (Ed), Vygotsky and education, (pp. 319-348). New York: Cambridge University Press.
|
25 |
Quigley, C. (2011). Pushing the boundaries of cultural congruence pedagogy in science education towards a third space. Cultural Studies of Science Education, 6(3), 549-557.
DOI
|
26 |
Ramnarain, U., & Beer, J. (2013). Science students creating hybrid spaces when engaging in an expo investigation project. Research in Science Education, 43(1), 99-116.
DOI
|
27 |
Seiler, G. (2001). Reversing the "standard" direction: Science emerging from the lives of African American students. Journal of Research in Science Teaching, 38(9), 1000-1014.
DOI
|
28 |
Soja, E. W. (1996). Third space: Journeys to Los Angeles and other real-and-imagined places. Malden, MA: Blackwell.
|
29 |
Steele, C. M. (1997). A threat in air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613-629.
DOI
|
30 |
Solomon, P. R. (1992). Black resistance in high school: Forging a separatist culture. Albany, NY: State University of New York Press.
|
31 |
Strauss, A. L. & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. London: Sage.
|
32 |
Tan, E. & Barton, A. C. (2010). Transforming science learning and student participation in sixth grade science: A case study of a low-income, urban, racial minority group. Equity and Excellence, 43(1), 38-55.
DOI
|
33 |
Thomas, L. & Ritchie, S. M. (2012). Positive emotional responses to hybridised writing about a socio-scientific issue. Research in Science Education, 42(1), 25-49.
DOI
|
34 |
Upadhyay, B. R. (2006). Using student's lived experience in an urban science classroom: An elementary school teacher's thinking. Science Education, 90(1), 94-110.
DOI
ScienceOn
|
35 |
Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. V. Wretsch (Ed. and Trans.), The concept of activity in soviet psychology (pp. 144-188). Armonk, NY: M, E. Sharpe.
|
36 |
Wallace, C. S. (2004). Framing new research in science literacy and language use: authenticity, multiple discourse, and the "Third Space". Science Education, 88(6), 901-914.
DOI
ScienceOn
|
37 |
Wong, E. D. (1993). Self-generated analogies as a tool for constructing and evaluating explanations of scientific phenomena. Journal of Research in Science Teaching, 30(4), 367-380.
DOI
ScienceOn
|
38 |
Yu, E., Lee, S., Oh, P. S., Shin, M., & Kim, C. (2008). Case studies of the participation structures in secondary science classrooms: Exploring the possibility to develop the 'space for hybrid meaning making'. Journal of the Korean Association for Research in Science Education, 28(6), 603-617.
|
39 |
Yerrick, R., Schiller, J., & Reisfeld, J. (2011). "Who are you callin' expert?": Using student narratives to redefine expertise and advocacy lower track science. Journal of Research in Science Teaching, 48(1), 13-36.
DOI
|