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oai:www.ideals.illinois.edu:2142/79639 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Margery D. Osborne Burke, Christopher James Franklin 2015-09-25T19:52:41Z 2015-09-25T19:52:41Z 10000-01-01 2001 2001 I suggest that these relationships and their impact on students' learning need to be understood in order to help students cultivate a rich, meaningful, and complete understanding of science and its purpose. The social structures of the classroom can be seen as a rhizomatic network of boundaries and spaces where ideas are contested and power is negotiated. I propose the theoretical framework of boundaries and spaces as a tool to help teachers make sense of the social interactions in the classroom and to help make meaningful pedagogical choices that allow for the interconnection of the social dynamics of the classroom and the social construct of science. Made available in DSpace on 2015-09-25T19:52:41Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3030414.pdf: 12424948 bytes, checksum: 5036f39f3d19e81fdaa69d60f5030cf3 (MD5) Previous issue date: 2001 Embargo set by: Seth Robbins for item 80921 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 256 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001. http://hdl.handle.net/2142/79639 (MiAaPQ)AAI3030414 eng Education, Elementary Negotiating Boundaries and Spaces: An Examination of the Process at Douglas Elementary text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.