Student Belief in Cultural Context: A Logico-Structural, World View Investigation of Belief and Culture Among Secondary Science Students....

文化背景下的学生信仰：中科生信仰与文化的逻辑结构、世界观调查……

• 批准号: 9055834
• 负责人: William Cobern
• 金额: $ 13.96万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1993
• 资助国家: 美国
• 起止时间: 1993-06-01 至 1997-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9055834&HistoricalAwards=false
• 关键词: Student; Belief; Cultural; Context; Logico

To date, science educators have not studied what students believe about the world, beliefs rooted and nurtured in students' socio- cultural environments. If one were speaking of a non-Western, developing nation, one would speak of students' traditional culture in contrast to the culture of science. Americans, on the other hand, assume that science is a natural part of American students' culture. However, there is widespread disinterest in science. Also, American society is increasingly pluralistc, and there are several cultural subgroups traditionally under represented in science. A new approach is for American science educators to consider the possibility that science is a second culture experience for many students. Traditionally, the study of culture is left to the cultural anthropologists. However, in recent years scholars in several disciplines have undertaken cultural studies in which they investigate the validity of cultural assumptions in their fields. Similarly, cultural studies in science education can contribute significantly to our understanding of the barriers to effective science education. We suggest that it is important for science educators to understand the fundamental, culturally based beliefs about the world that students bring to class, and how these beliefs are supported by students' cultures; because, science education is successful only to the extent that science can find a niche in the cognitive and socio-cultural milieu of students. Thus, the purpose of the proposed research is to gain an understanding of high school students' fundamental beliefs about the world, and how their personal, cultural environments foster and support those beliefs. The methodology is ethnographic, involving the extensive interviewing of students.

到目前为止，科学教育者还没有研究过学生们的信仰。 关于世界，信仰植根于学生的社会， 文化环境。 如果说一个非西方人， 在发展中国家，人们会谈论学生的传统文化， 与科学文化形成鲜明对比。 而美国人 一方面，假设科学是美国学生学习的自然组成部分， 文化 然而，人们对科学普遍不感兴趣。 此外，美国社会越来越多元化， 传统上代表性不足的几个文化亚群体， 科学 一种新的方法是美国科学教育者， 考虑一下科学是第二种文化的可能性 为许多学生的经验。 传统上，文化研究 留给了文化人类学家 但近年来 许多学科的学者都进行了文化研究， 他们调查文化假设的有效性， 他们的领域。 同样，科学教育中的文化研究可以 有助于我们理解 有效的科学教育。 我们认为， 科学教育工作者了解基本的，基于文化的 关于学生带到课堂上的世界的信念，以及这些信念是如何产生的。 信仰是由学生的文化支持的;因为，科学 教育只有在科学能够找到一个 在学生的认知和社会文化环境中的利基。 因此，拟议研究的目的是获得一个 了解高中生的基本信念 世界，以及他们的个人，文化环境如何培养和 支持这些信念。 方法论是人种志，涉及 对学生的广泛采访。