The Use of Argumentation in Haitian Creole Science Classrooms 6
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Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; Harvard Education Publishing Group, 200346Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 0017-80552Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Education Education and Society -- Learning and Instruction -- General Education -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Periodicals Section | Periodicals | LB 1028 H261 (Browse shelf) | Available | PER 364 UA |
ABSTRACT : In this article, Josiane Hudicourt-Barnes critiques the claim that Haitian children cannot actively engage in science classrooms. Drawing from her own work as a bilingual science teacher and educational researcher, Hudicourt-Barnes highlights the Haitian cultural practice of bay odyans, a form of discourse similiar to scientific argumentation, as a potential building block for engaging Haitian children in scientific inquiry. She offers specific examples of Haitian students recreating bay odyans in science classrooms, and suggests that these students have a cultural experience that predisposes them to scientific inquiry. In making links between culture, scientific inquiry, and pedagogy, Hudicourt-Barnes seeks to broaden the research perspective on Haitian students and discourage the use of research paradigms that ignore the impact of culture in the classroom. 56
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