From science as ‘content’ to science as ‘interpretive key’: experiences and reflections from a science course in teacher education

Laura Colucci-Gray

Research output: Chapter in Book/Report/Conference proceedingChapter

Original languageEnglish
Title of host publicationEthnographies of Science Education
Subtitle of host publicationSituated Practices of Science Learning for Social/Political Transformation
EditorsCarol Brandt, Heidi Carlone
PublisherRoutledge
ISBN (Print)978-1-13-802062-7
Publication statusPublished - 7 May 2014

Publication series

NameRoutledge Research Series
PublisherRoutledge

Cite this

Colucci-Gray, L. (2014). From science as ‘content’ to science as ‘interpretive key’: experiences and reflections from a science course in teacher education. In C. Brandt, & H. Carlone (Eds.), Ethnographies of Science Education: Situated Practices of Science Learning for Social/Political Transformation (Routledge Research Series). Routledge.

From science as ‘content’ to science as ‘interpretive key’: experiences and reflections from a science course in teacher education. / Colucci-Gray, Laura.

Ethnographies of Science Education: Situated Practices of Science Learning for Social/Political Transformation. ed. / Carol Brandt; Heidi Carlone. Routledge, 2014. (Routledge Research Series).

Research output: Chapter in Book/Report/Conference proceedingChapter

Colucci-Gray, L 2014, From science as ‘content’ to science as ‘interpretive key’: experiences and reflections from a science course in teacher education. in C Brandt & H Carlone (eds), Ethnographies of Science Education: Situated Practices of Science Learning for Social/Political Transformation. Routledge Research Series, Routledge.
Colucci-Gray L. From science as ‘content’ to science as ‘interpretive key’: experiences and reflections from a science course in teacher education. In Brandt C, Carlone H, editors, Ethnographies of Science Education: Situated Practices of Science Learning for Social/Political Transformation. Routledge. 2014. (Routledge Research Series).
Colucci-Gray, Laura. / From science as ‘content’ to science as ‘interpretive key’: experiences and reflections from a science course in teacher education. Ethnographies of Science Education: Situated Practices of Science Learning for Social/Political Transformation. editor / Carol Brandt ; Heidi Carlone. Routledge, 2014. (Routledge Research Series).
@inbook{ddb0e54f83b641558542590e3985d032,
title = "From science as ‘content’ to science as ‘interpretive key’: experiences and reflections from a science course in teacher education",
author = "Laura Colucci-Gray",
year = "2014",
month = "5",
day = "7",
language = "English",
isbn = "978-1-13-802062-7",
series = "Routledge Research Series",
publisher = "Routledge",
editor = "Carol Brandt and Heidi Carlone",
booktitle = "Ethnographies of Science Education",

}

TY - CHAP

T1 - From science as ‘content’ to science as ‘interpretive key’: experiences and reflections from a science course in teacher education

AU - Colucci-Gray, Laura

PY - 2014/5/7

Y1 - 2014/5/7

M3 - Chapter

SN - 978-1-13-802062-7

T3 - Routledge Research Series

BT - Ethnographies of Science Education

A2 - Brandt, Carol

A2 - Carlone, Heidi

PB - Routledge

ER -