Uchenna EmenahaUniversity of Houston | U of H, UH · Department of Curriculum and Instruction
Uchenna Emenaha
Doctor of Education
About
8
Publications
1,169
Reads
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1
Citation
Citations since 2017
Introduction
Uchenna Emenaha currently works at the College of Education with the teachHouston Program at the University of Houston. Uchenna does research in Teacher Education, Secondary Education and Science Education. Their most recent publication is 'Emenaha, U. & Perry, A. A. (in press). Lights, camera, and a call to action: Women in media help promote science identity in female students. Journal of Virginia Science Education'.
Additional affiliations
June 2018 - present
June 2016 - present
August 2015 - August 2016
Relay Graduate School of Education
Position
- Professor (Associate)
Education
August 2016 - May 2020
January 2014 - May 2016
Publications
Publications (8)
High school students are very seldomly, if at all, taught that race is a social rather than biological construct, and this pedagogical omission has led to biological essentialism. Biological essentialism is the belief that race can be used in predictable ways to determine intellect and/or behavior. Biological essentialism can result in the belief t...
This collaborative, open educational resource brings together a collection of short pedagogical texts that help new learners understand complex theoretical concepts and disciplinary jargon from the critical social sciences. Each entry "shows" an element of theory using an "illustrative vignette”—a short, evocative story, visual or infographic, poem...
As our society becomes more and more complex, social, ethical, and scientific issues also
become more nuanced. Responding to complex issues in a democratic way will require students to have well developed understanding of science coupled with strong scientific argumentation skills (Toulmin, 1958, Wells, 1999 & Sadler, 2016). However, adolescents of...
In the DISCUSS (Dialogic Inquiry for Socioscientific and Conceptual Understanding in School Science) research project, a Socioscientific Issues (551)-based curriculum is developed and implemented in sixth-grade science classrooms with predominantly English language learners (ELLs) in Houston, Texas. A four-week space unit is designed in collaborati...
In the DISCUSS (Dialogic Inquiry for Socioscientific and Conceptual Understanding in School Science) research project, a Socioscientific Issues (SSI)-based curriculum is developed and implemented in sixth-grade science classrooms with predominantly English language learners (ELLs) in Houston, Texas. A four-week Space Unit is designed in collaborati...
