Abstract
This is an autobiographical case study that examines the multiple ways autobiography informed the restructuring of science education in my elementary classroom. I weave together the biographies of scientists captured in written text with the autobiographies of science students composed orally as they coparticipated in science investigations. Highlights of my own autobiography about learning that science is a tool for knowing are juxtaposed with narratives from college and elementary students whose childhood passions and worldviews framed their self-selected science inquiries. Using journals, transcriptions of interviews, and electronic mail archives, I document with thick description how I provided a voice to students and used their perspectives to construct a teaching framework for elementary science education.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: 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.
