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Journal of Geoscience Education Volume 62, 2014 - Issue 1
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RESEARCH ARTICLES ON THE THEME

An Exploration of Hybrid Spaces for Place-Based Geomorphology With Latino Bilingual Children

Patricia Martínez-Álvarez Department of Arts and Humanities, Teachers College, Columbia University, 525 W. 120th St., Box 122, New York, New York 10027, USA
&
Brenda Bannan Department of Instructional Technology, George Mason University, 4400 University Drive, MS 5D6, Fairfax, Virginia 22030, USA.
Pages 104-117 | Received 15 Dec 2012, Accepted 27 Oct 2013, Published online: 09 Jul 2018

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Read on this site (3)

Tyler Donaldson, G. A. Fore, Gabriel M. Filippelli & J. L. Hess. (2020) A systematic review of the literature on situated learning in the geosciences: beyond the classroom. International Journal of Science Education 42:5, pages 722-743.
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Steven Semken, Emily Geraghty Ward, Sadredin Moosavi & Pauline W. U. Chinn. (2017) Place-Based Education in Geoscience: Theory, Research, Practice, and Assessment. Journal of Geoscience Education 65:4, pages 542-562.
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Patricia Martínez-Álvarez. (2017) Multigenerational learning for expanding the educational involvement of bilinguals experiencing academic difficulties. Curriculum Inquiry 47:3, pages 263-289.
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Articles from other publishers (2)

Patricia Martínez-Álvarez, Natalia Sáez & María Paula Ghiso. (2018) Mediating hybrid spaces in the bilingual science class by learning to cultivate children's metaphors. Linguistics and Education 47, pages 68-83.
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Patricia Martínez-Álvarez. (2016) Special ways of knowing in science: expansive learning opportunities with bilingual children with learning disabilities. Cultural Studies of Science Education 12:3, pages 521-553.
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