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    Repairing Elementary School Science

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    Name:
    Repairing Elementary School ...
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    Description:
    Final Accepted Manuscript
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    Author
    Gunckel, Kristin L.
    Affiliation
    Univ Arizona, Coll Educ
    Issue Date
    2019-01-02
    
    Metadata
    Show full item record
    Publisher
    ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
    Citation
    Gunckel, K. L. (2018). Repairing Elementary School Science. Theory Into Practice, 1-9.
    Journal
    THEORY INTO PRACTICE
    Rights
    Copyright © The College of Education and Human Ecology, The Ohio State University
    Collection Information
    This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.
    Abstract
    The heterogendered cultural discourse that privileges heterosexuality and normalizes sexual and gender binaries damages the science knowledge and opportunities to engage in science learning that children experience in elementary school science. This article analyzes a typical science lesson on crayfish to show how the heterogendered obsession with dichotomies and categorization hides the diversity of sexual morphologies and reproductive processes of the natural world. Furthermore, although sexuality, defined here as an innate desire to satisfy curiosity and use bodily experiences to build knowledge, is a foundation of science, typical elementary school science lessons repress children's curiosity and constrain their embodied understandings. Repairing elementary school science by providing a more expansive view of the diversity of life, inspiring and following children's curiosity, and providing opportunities for children to build embodied knowledge can create a more gender and sex-inclusive curriculum and encourage all children to flourish as learners of science.
    Note
    18 month embargo; published online: 14 Nov 2018
    ISSN
    0040-5841
    1543-0421
    DOI
    10.1080/00405841.2018.1536918
    Version
    Final accepted manuscript
    Additional Links
    https://www.tandfonline.com/doi/full/10.1080/00405841.2018.1536918
    ae974a485f413a2113503eed53cd6c53
    10.1080/00405841.2018.1536918
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