Cultural Processes in Science Education: Supporting the Navigation of Multiple Epistemologies
Cultural Processes in Science Education: Supporting the Navigation of Multiple Epistemologies
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DOI：
10.1002/sce.20392
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发表时间：
2010-11-01
影响因子：
4.3
通讯作者：
Medin, Douglas
中科院分区：
文献类型：
--
作者：
Bang, Megan;Medin, Douglas
尽管人们相当关注少数族裔在科学、技术、工程和数学（STEM）学科中代表性不足的问题以及促进多样性的科学教学的必要性，但大部分相关努力都集中在多样性目标上，并倾向于假设科学和科学学习是文化的。我们描述了一个概念框架，在我们的工作与城市和农村的美洲原住民社区，侧重于基于文化的认识论的方向和他们的关系与科学教学的文化实践。我们总结了基于社区的科学教育的有效性的证据，以支持在科学教育的方向从旨在让学生采用特定的认识论，以支持学生的多认识论导航的转变的命题。(C)2010年，Wiley期刊。Inc. Sci艾德94：1008-1026，2010
Although there has been considerable focus on the underrepresentation of minorities in science, technology, engineering, and mathematics (STEM) disciplines and the need for science instruction that fosters diversity, much of the associated effort has focused on the goal of diversity and tended to assume that science and science learning are acultural. We describe a conceptual framework employed in our work with both urban and rural Native American communities that focuses on culturally based epistemological orientations and their relation to the cultural practices associated with science instruction. We summarize evidence on the efficacy or community-based science education to support the proposition for a shift in orientation toward science education from aiming to have students adopt specific epistemologies to supporting students navigation of multiple epistemologies. (C) 2010 Wiley Periodicals. Inc. Sci Ed 94: 1008-1026, 2010