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dc.contributor.authorGunckel, Kristin L.
dc.date.accessioned2019-03-18T18:37:13Z
dc.date.available2019-03-18T18:37:13Z
dc.date.issued2019-01-02
dc.identifier.citationGunckel, K. L. (2018). Repairing Elementary School Science. Theory Into Practice, 1-9.en_US
dc.identifier.issn0040-5841
dc.identifier.issn1543-0421
dc.identifier.doi10.1080/00405841.2018.1536918
dc.identifier.urihttp://hdl.handle.net/10150/631857
dc.description.abstractThe 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.en_US
dc.language.isoenen_US
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTDen_US
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/00405841.2018.1536918en_US
dc.rightsCopyright © The College of Education and Human Ecology, The Ohio State Universityen_US
dc.titleRepairing Elementary School Scienceen_US
dc.typeArticleen_US
dc.contributor.departmentUniv Arizona, Coll Educen_US
dc.identifier.journalTHEORY INTO PRACTICEen_US
dc.description.note18 month embargo; published online: 14 Nov 2018en_US
dc.description.collectioninformationThis 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.en_US
dc.eprint.versionFinal accepted manuscripten_US
dc.source.journaltitleTheory Into Practice
dc.source.volume58
dc.source.issue1
dc.source.beginpage71
dc.source.endpage79


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