Document Type

Article

Publication Date

12-2017

Abstract

The two of us (AR and LAE), in our teaching, research, and work with teachers, advocate for responsive teaching—an approach that seeks out and builds on the productive “seeds of science” in what our students say and do and assumes that “all students…are brilliant.” This pedagogical approach requires a commitment to listening to and intellectually empathizing with students’ scientific ideas.

Copyright Statement

Copyright 2017 American Institute of Physics. This article may be downloaded for personal use only. Any other use requires prior permission of the author and the American Institute of Physics. The following article appeared in The Physics Teacher, 55(9), 519-523 and may be found at doi: 10.1119/1.5011823.

Available for download on Saturday, December 01, 2018

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