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

自19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20世纪，教育工作者发起了一系列项目，以识别、分类和差异化地培养未来的科学专业人员和非专业人员。这一历史研究将检查教育测试、课程、指导和研究项目的出版和档案记录，以了解20世纪美国教育家如何构建和制度化“未来科学家”和“非科学家”的概念，将他们作为在素质、可教育性和公民责任方面不同的个人类型。它将考虑教育工作者的努力是如何受到以下观念的影响：谁曾经是或可能成为科学家；被认为标志着科学才能和科学专长的独特技能和知识；以及根据对每个群体的不同科学理解而假定的社会责任。这一分析将揭示教育项目是如何被用来共同构建科学理解和与之相关的特殊身份的，以及这些项目的设计是如何发展起来的，以回应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，科学教育者争论特定的途径和课程是否为学生打开或关闭大门，否则他们可能会对进一步的科学研究感到沮丧或不利。然而，他们很少质疑“科学家”和“非科学家”的嵌入式概念的意义和功能，这些概念是许多这些项目设计的基础。对于这些概念如何创造或限制学生的机会，以及它们如何影响我们对科学在美国文化中的作用的看法，我们知之甚少。本文旨在揭示这些难题的发展和动态，希望为涉及它们的辩论提供信息，从而解决它们。

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.