Department of Teaching, Learning, and Teacher Education
Document Type
Article
Date of this Version
10-2024
Citation
The Science Teacher (September/October 2024) 91(5): 71-76
Abstract
This paper explores a restorative-type intervention with a high school student who is suspended from school for repeated threats to other students. Throughout the paper, we explore the use of restorative practices in the context of science teaching. Science in process and content is used in tandem with various restorative practices to provide the student a lens through which to better understand what led to her suspension, learn science content, and find perspective change in the process as it pertains to her developing sense of self. The methods and tools are then transformed into practical use through a modified version of the 5E method of science inquiry that targets student emotions and support the formation of logic.
Included in
Curriculum and Instruction Commons, Educational Psychology Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
Comments
Copyright 2024, Taylor and Francis. Used by permission