Rural Science Education: Valuing Local Knowledge
Rural Science Education: Valuing Local Knowledge
复制标题
农村科学教育：重视当地知识
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Leanne M. Avery
中科院分区：
文献类型：
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作者：
Leanne M. Avery
无论是在户外玩耍还是在农场工作，农村儿童在日常生活中都会获得科学和工程技能。虽然美国有1140万儿童在农村地区长大，而城市地区有1460万儿童，但农村科学教育受到的关注相对较少。这篇文章表明，农村背景可以是学习科学的丰富环境。农村学校面临的问题，独特的知识基础和农村儿童的学习需求，以及重视和利用当地知识在科学教育的有效策略进行了讨论。在学生、教师和社区中实施这些战略可以增加农村学生接触科学、参与科学和取得科学成就的机会。这些可以为农村学生打开更多科学，技术，工程和数学（STEM）职业的大门，并增强STEM频谱的多样性。
Whether playing outdoors or working on the farm, rural children acquire science and engineering skills throughout their daily lives. Although 11.4 million children in the United States grow up in rural areas, compared to 14.6 million in urban areas, relatively little attention is given to rural science education. This article demonstrates that rural contexts can be rich environments for learning science. Issues facing rural schools, the unique knowledge base and learning needs of rural children, and effective strategies focused on valuing and using local knowledge in science education are discussed. Implementing these strategies across students, teachers, and communities can increase rural students' access to, engagement in, and achievement in science. These can open doors to more science, technology, engineering, and mathematics (STEM) careers for rural students and enhance diversity across the STEM spectrum.