Using a philosopher’s pedagogy to teach school subjects: The case of Ethnic Studies at Kailua High School
Using a philosopher’s pedagogy to teach school subjects: The case of Ethnic Studies at Kailua High School
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使用哲学家的教学法教授学校科目：凯卢阿高中的种族研究案例
DOI：
10.21913/jps.v4i1.1417
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
A. Makaiau
中科院分区：
文献类型：
--
作者：
A. Makaiau
本文通过对凯卢阿高中民族研究的案例研究，探讨了使用哲学家的教学法来教授学校科目的影响（刘易斯&萨克利夫2017）。在一个多元文化的环境中进行，研究的参与者是89名高中生，数据来自他们的课程作业。一个建构主义的方法，扎根理论的方法是用来分析数据。调查结果揭示了哲学家的教学法的两个方面如何帮助学生参与并积极影响他们的个人和学术发展。它们是：（1）由七部分组成的调查过程和（2）调查社区。在文章的结论中，使用哲学家的教学法来教授民族研究是发展学生参与和实现多元文化，文化响应和社会正义的目标的重要手段。
This article examines the impact of using a philosopher’s pedagogy to teach school subjects (Lewis & Sutcliffe 2017) through the case study of Ethnic Studies at Kailua High School. Conducted in a multicultural setting, the participants in the study are 89 high school students and data comes from their course assignments. A constructivist approach to grounded theory methods is used to analyse data. Findings reveal how two facets of the philosopher’s pedagogy helped engage students and positively impact their personal and academic development. They are: (1) the seven-part inquiry process and (2) the community of inquiry. In the article’s conclusion, using the philosopher’s pedagogy to teach Ethnic Studies is presented as an important means for developing student engagement and carrying out the aims of multicultural, culturally responsive, and social justice approaches to schooling.
DOI：
10.4324/9780203088586-28
发表时间：
1989
期刊：
Social studies and the young learner
影响因子：
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作者：
J. Banks
通讯作者：
J. Banks