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dc.contributor.authorHanda, Vicente Callao
dc.date.accessioned2014-03-04T03:20:09Z
dc.date.available2014-03-04T03:20:09Z
dc.date.issued2008-05
dc.identifier.otherhanda_vicente_c_200805_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/handa_vicente_c_200805_phd
dc.identifier.urihttp://hdl.handle.net/10724/24628
dc.description.abstractThis study was an attempt to answer the call for culturally relevant and community-centered pedagogies in the preparation of prospective science teachers through student and faculty immersion in a rural farming and fishing village in the Philippines. Using the methodology of collaborative action ethnography, ten prospective chemistry teachers and two science teacher educators formed a research team to examine the participants’ experience of community immersion. Drawing from multiple data sources, findings of the study were presented as specific individual narratives of three case students and as schematic group narratives of participants’ collective experience of community immersion. Analysis of narratives revealed the following: (a) a discrepancy between participants’ notions and experiences of community; (b) an evolution of participants’ belief set-from naïve to complex - about the purposes, values, and goals of community immersion through direct exposure and experience in the village; (c) six categories of knowledge and learning themes brought about by participants’ experience of community immersion; (d) five roadblocks to successful implementation of social justice service learning; (e) a trend from bifurcated to complimentary use of research data and traditional evaluation tools to assess students’ learning through community immersion; and (f) a cyclical model of a transformative community-based science teacher education that emphasizes "giving back" through service learning as an antidote to "mining" from community funds of knowledge. The study generated two important theoretical contributions: (a) the Theory of Negotiated Meanings, which attempts to explain learning in a collaborative context through simultaneous and complimentary negotiations of personal, shared, and group meanings of a common experience; and (b) the Framework for Community-based Science Teacher Education, which is envisioned to guide science teacher education practitioners and policy makers in planning and implementing of community-based science and science education related endeavors.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectcommunity immersion
dc.subjectcommunity-based science education
dc.subjectcommunity-based science teacher education
dc.subjectcommunity funds of knowledge
dc.subjectcommunity-based service learning
dc.subjectcollaborative action ethnography
dc.subjectculturally relevant pedagogy
dc.subjectservice learning
dc.subjectsocial ju
dc.titleBridging communities and preservice science teacher education through community immersion
dc.title.alternativea collaborative action ethnography
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentMathematics and Science Education
dc.description.majorScience Education
dc.description.advisorDeborah Tippins
dc.description.advisorNorman Thomson
dc.description.committeeDeborah Tippins
dc.description.committeeNorman Thomson
dc.description.committeeJohn Steve Oliver
dc.description.committeeThomas Koballa, Jr.
dc.description.committeeMalcolm Butler
dc.description.committeeMartha Alexsaht-Snider


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