Doctoral Dissertation Research: Crafting the Two Cultures: Identifying and Educating Future Scientists and Non-Scientists in America, 1910-1970

博士论文研究：打造两种文化：识别和教育美国未来的科学家和非科学家，1910-1970

• 批准号: 1057639
• 负责人: Julie Reuben
• 金额: $ 0.71万
• 依托单位: Harvard University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-03-01 至 2013-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1057639&HistoricalAwards=false
• 关键词: Doctoral; Dissertation; Research; Crafting; Two

Introduction Since the professionalization of scientific disciplines in the late nineteenth century, educators have regarded "scientists" and "non-scientists" as distinct kinds of people with different educational needs and social roles. Throughout the twentieth century, educators launched a succession of projects to identify, sort, and differentially train future professionals and non-professionals in science.Intellectual MeritThis historical study will examine published and archival records of educational testing, curriculum, guidance, and research programs to discern how twentieth-century US educators constructed and institutionalized the notions of "future scientist" and "non-scientist" as types of individuals who are distinct in makeup, educability, and civic responsibility. It will consider how the articulation and enactment of efforts by educators are influenced by ideas about who was or could become a scientist, the distinctive skills and knowledge deemed to mark scientific talent and scientific expertise, and the social responsibilities presumed to follow from the different scientific understandings of each group. This analysis will shed light on how educational projects have been used to co-construct both scientific understanding and particular identities related to it, and how designs for such projects have developed in response to changing concerns about the place of science in American society.Potential Broader ImpactsToday science educators debate whether particular pathways and curricula open or close doors to students who might otherwise be discouraged from or adverse to further science studies. Yet they rarely question the meaning and function of the embedded conceptualizations of "scientists" and "non-scientists" that underlay the designs of many of those programs. We know little about how these concepts have either created or constrained student opportunity, and how they have shaped our thinking about the role of science in American culture. This dissertation aims to shed light on the development and dynamics of these puzzles in hopes of informing debates involving them so as to bring about their resolution.

自世纪后期科学学科专业化以来，教育工作者将“科学家”和“非科学家”视为具有不同教育需求和社会角色的不同类型的人。在整个二十世纪，教育工作者发起了一系列的项目，以确定，排序，并有区别地培养未来的专业人士和非专业人士在科学。智力MeritThis历史研究将审查出版和档案记录的教育测试，课程，指导，和研究项目，以了解20世纪美国教育家如何构建和制度化的“未来科学家”和“非科学家”的概念作为不同类型的个人，他们在构成、教育能力和公民责任方面都是不同的。它将考虑教育工作者的努力的表达和制定如何受到关于谁是或可能成为科学家的想法的影响，被认为标志着科学人才和科学专长的独特技能和知识，以及从每个群体的不同科学理解中推断出来的社会责任。这种分析将揭示教育项目如何被用来共同构建科学理解和与之相关的特定身份，以及这些项目的设计是如何发展的，以回应人们对科学在美国社会中地位的不断变化的关注。潜在的更广泛的影响今天，科学教育工作者争论特定的途径和课程是否为那些可能会被劝阻或反对的学生打开或关闭大门。进一步的科学研究。然而，他们很少质疑“科学家”和“非科学家”的嵌入式概念化的意义和功能，这些概念化掩盖了许多这些程序的设计。我们对这些概念如何创造或限制学生的机会知之甚少，以及它们如何塑造了我们对科学在美国文化中的作用的思考。本文旨在揭示这些困惑的发展和动态，希望为涉及它们的辩论提供信息，从而解决它们。