Teaching to Transform: (W)holistic Science Pedagogy
Teaching to Transform: (W)holistic Science Pedagogy
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教学变革：(W)整体科学教育学
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Salina Gray
中科院分区：
文献类型：
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作者：
Alexis Patterson;Salina Gray
随着科学和技术鸿沟的扩大，获得高质量的科学教育已成为一项公民权利问题：那些拥有知识和技能的人仍将是地位和权力的守护者。这种不平等现象在边缘化社区和学校的学生中尤为突出，在这些社区和学校，陈规定型观念助长了对学业成就和成功的低期望。对于许多学生来说，课堂代表了他们对科学内容和过程的最早正式体验，将科学教师置于一个独特而不稳定的地位：让学生对科学充满热情和参与，同时培养下一代STEM专业人员。我们提供(W)整体科学教育学(WSP)，这是一种以学生为中心的教学方法，以打破模式和等级制度。WSP教学法要求教师作出5项承诺：(1)致力于不断发展的自我意识，(2)致力于科学及其实践，(3)致力于将科学作为变革性的力量，(4)致力于学生的社会情感健康，(5)致力于恢复性实践。在本文中，我们定义了5个承诺，并提供了一个反映这些承诺的示例课程。
As the scientific and technological divide widens, access to quality science instruction has become a civil rights issue: those equipped with the knowledge and skill will remain caretakers of status and power. This inequality is especially salient for students in marginalized communities and schools where stereotypes fuel low expectations for academic achievement and success. For many students the classroom represents their earliest formal experience with both the content and process of science, placing science teachers in a unique and precarious position: getting students excited and engaged about science while simultaneously preparing the next generation of STEM professionals. We offer the (W)holistic Science Pedagogy (WSP), a student-centered approach of instruction to disrupt patterns and hierarchies. The WSP approach requires 5 commitments from the teacher: A commitment (1) to an ever-developing self-awareness, (2) to science and its practices, (3) to science as a transformative agent, (4) to their students’ social emotional wellness, and (5) to restorative practices. In this article, we define the 5 commitments and present an example lesson that reflects the commitments.