Document Type
Conference Proceeding
Abstract
Using constructivist grounded theory, this study explores science teachers’ binary thought processes when interpreting students’ scientific models that are comprised of drawings. Using theoretical and inductive data, the study highlights the role of Western culture in shaping science teachers’ binary interpretation of scientific drawings. In addition, the study points out science disciplinary cultural practices that perpetuate the dominant ideologies on science assessments.
Recommended Citation
Redway, Alecia, "An Exploratory Constructivist Grounded Theory Study: Science Teachers' Binary Thought Processes" (2023). NERA Conference Proceedings 2023. 6.
https://digitalcommons.lib.uconn.edu/nera-2023/6
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