Using Constructivist Theories to Educate the “Outsiders”

Abstract

Some students are “outsiders” in today's science classroom. What makes an outsider, and how can the teacher break down barriers and reach these students? This article details one teacher's journey as she attempts to understand and connect with an outsider in her science classroom. Written from the first person, it is a poignant tale of self-reflection, a tale that incorporates current educational theory in an attempt to make the border crossing into the science classroom easier for one disconnected student.

Key words:

• science education
• diversity
• border crossing
• feminism
• constructivism
• case study