Anti-Colonialist Antinomies in a Biology Lesson: A Sonata-Form Case Study of Cultural Conflict in a Science Classroom
Anti-Colonialist Antinomies in a Biology Lesson: A Sonata-Form Case Study of Cultural Conflict in a Science Classroom
复制标题
生物课中的反殖民主义二律背反：科学课堂中文化冲突的奏鸣曲形式案例研究
DOI：
10.1111/1467-873x.00263
复制
发表时间：
2003
影响因子：
1.7
通讯作者：
J. Rosiek
中科院分区：
文献类型：
--
作者：
Paokong John Chang;J. Rosiek
摘要本案例分析了一位ESL理科教师在他的科学课程与他的一位苗族移民学生的宗教和宇宙观发生冲突时所遇到的紧张局势。作为一名苗族移民，这位老师认为他所教授的科学对他所有的学生来说都很重要。他也明白他的科学课程如何成为一系列文化力量的一部分，这些力量对苗族社区产生了不利影响。个案研究探讨了这种紧张关系，但并没有解决它。相反，研究探讨了教师利用知识，以关怀和建设性的方式应对紧张关系。这种知识包括教师对科学和教育学的理解。它还包括他对苗族历史的理解，这使他能够听到他的科学课程对他的一个学生意味着什么。案例研究的结论是，教师需要一些学生的特定文化群体的历史知识，以教好所有学生的科学。本案例研究是弗雷斯诺科学教育公平教师研究项目产生的七个之一。它使用一种特殊的格式，一个“奏鸣曲形式的案例研究，”突出具体的课程要求和满足更广泛的学生需求之间的紧张关系。本研究以真实的经验为基础，运用复合人物和虚构的对话来表达其概念观点。一个理论序言解释的研究方法和弗雷斯诺项目中使用的代表性模式。
Abstract This case study illustrates and analyzes the tension an ESL science teacher encountered when his science curriculum came into conflict with the religious and cosmological beliefs of one of his Hmong immigrant students. A Hmong immigrant himself, the teacher believes the science he is teaching is important for all his students to learn. He also understands how his science curriculum can be one part of an array of cultural forces that are adversely affecting the Hmong community. The case study examines this tension, but does not resolve it. Instead, the study explores the knowledge the teacher draws upon to respond to the tension in a caring and constructive manner. This knowledge includes the teacher’s understanding of science and pedagogy. It also includes his understanding of Hmong history, which enables him to hear what his science curriculum means to one of his students. The case study concludes that teachers need some knowledge of the history of students’ specific cultural groups in order to teach science well to all students. This case study was one of seven produced by the Fresno Science Education Equity Teacher Research Project. It uses a special format, a “sonata-form case study,” to highlight tensions between specific curricular imperatives and meeting broader student needs. The study is based on real experiences, and employs composite characters and fictionalized dialogue to make its conceptual point. A theoretical preface explaining the methods of research and the modes of representation used in the Fresno Project is included.