Abstract
This paper is a response to Maria Andree’s paper. Andree tells in the paper how mistakes in practical lessons may be critical events to change students’ attitudes in regard science. While traditionally mistakes in practical lessons could obligate students to repeat the experiment in order to get the ‘right result’ in the paper we have a good example how we can use the incident to potentiate students’ participation. In my response I illustrate how transferable is what Andree speaks about but I put forward further reflections about the traditions that may act as impediment for students’ participation. I thus suggest that the critical paradigm should be a component in reflecting about science classroom practices in order to alter the traditions.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.