Hip-hop based interventions as pedagogy/therapy in STEM: A model from urban science education
Hip-hop based interventions as pedagogy/therapy in STEM: A model from urban science education
复制标题
基于嘻哈的 STEM 教育学/治疗干预措施：城市科学教育的模型
DOI：
10.1108/jme-03-2016-0023
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发表时间：
2016
期刊：
影响因子：
3.7
通讯作者：
I. Levy
中科院分区：
文献类型：
--
作者：
Christopher Emdin;Edmund Adjapong;I. Levy
本文旨在论证，为有色人种青年提供探索内容的机会，同时反思和分享心理健康问题，是教学和学习的一个重点不足的方面，有可能对这些学生在科学、技术、工程和数学（STEM）学科的学业成绩产生积极影响，本文采用质性研究的方法，通过一个以嘻哈音乐为基础的科学项目来探讨教/学模式。由于城市青年的颜色是传统上最脱离干，也是那些谁是最不可能寻求或提供心理健康工具/服务，有人建议，有一个连接之间的低学业成绩和缺乏机会，让他们解决情绪，影响他们的学业成功。此外，如果这些青少年来自心理健康压力源非常普遍的社区，并且教学限制最多，则有必要制定一种教学模式，考虑解决他们的学术和心理健康需求的做法。这项工作无意贬低或破坏学校辅导员或传统教师的作用。人们认为，当青年人确定超出个人挑战范围的主题时，学校辅导员或社会工作者的作用是重要的，在从事这类工作时，应该让这些专业人员在场。人们还认为，教育工作者谁可能不知道嘻哈可以成功地从事这种类型的活动与STEM学生。最后，使用科学作为参与这项工作的范例并不意味着其他STEM学科不能或不应该探索这种类型的模型。本文概述了其他教育工作者/研究人员可能使用的模型，并建议全国各地的学者可以实施这种品牌的研究。通过实施以嘻哈音乐为基础的科学课程，作为科学课堂的干预措施，学生有机会加强科学内容知识和自我知识。此外，利用嘻哈为基础的科学计划创造了一个途径，教师发展更好地了解学生和他们的完整的社会情感自我。这在STEM教育中尤其必要，因为学生决定不参与学科的看法与我们集体不愿意以超越对其坚忍和“旧白色”历史的美化的方式呈现主题直接相关。本文通过对嘻哈文化和青年情感的探索，提出了STEM研究的新维度。
This paper aims to argue that providing youth of color with opportunities to explore content while reflecting on and sharing mental health concerns is an under-focused dimension of teaching and learning that has the potential to positively impact these students’ academic achievement in science, technology, engineering and mathematics (STEM) disciplines,This paper used a qualitative study to interrogate a teaching/learning model through a hip-hop-based science program.,Because urban youth of color are traditionally most disengaged in STEM and also the ones who are the least likely to seek or be provided with mental health tools/services, it is suggested that there is a connection between their low academic achievement and the absence of opportunities for them to address emotions that impact their academic success. Furthermore, if these youths come from communities where mental health stressors are highly prevalent, and teaching is most restrictive, a model for teaching that considers practices that address both their academic and mental health needs becomes necessary.,This work does not intend to devalue or undermine the role of school counselors or traditional teachers. It is believed that the role of the school counselor or social worker when youths identify themes that go beyond the scope of personal challenges is significant and that these professionals should be made available when engaging in this type of work. It is also believed that the educator who may not be privy to hip-hop can successfully engage in this type of activity with STEM students. Finally, the use of science as an exemplar for engaging in this work does not indicate that the other STEM disciplines cannot or should not explore this type of model.,The paper outlines a model that other educators/researchers may use and suggests ways that this brand of research may be implemented by scholars across the country.,Through the implementation of the hip-hop-based science program as an intervention in science classrooms, students are provided the opportunity to bolster science content knowledge and knowledge of self. In addition, utilizing the hip-hop-based science program created an avenue for teachers to develop better understanding of students and their full socioemotional selves. This is especially necessary in STEM education where perceptions of students’ decisions to not engage in the disciplines are directly related to our collective unwillingness to present the subject matter in a way that goes beyond the glorification of its stoic and “old white” history.,This paper suggests a new dimension of STEM research through an exploration of hip-hop culture and youth emotions.
影响因子：
5
作者：
Aneshensel, CS;Sucoff, CA
通讯作者：
Sucoff, CA
影响因子：
5
作者：
Latkin, CA;Curry, AD
通讯作者：
Curry, AD