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

导论自19世纪末科学学科职业化以来，教育者一直将“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项目，以识别、分类和区别培养未来的科学专业人员和非专业人员。智力价值这项历史性研究将审查教育测试、课程、指导和研究项目的出版和档案记录，以辨别20世纪美国教育家是如何构建和制度化“未来科学家”和“非科学家”的概念的，这些人在构成、受教育能力和公民责任方面是不同的类型。它将考虑教育工作者的努力的阐述和实施如何受到关于谁是或可能成为科学家的想法的影响，被认为标志着科学才华和科学专长的独特技能和知识，以及每个群体不同的科学理解所推定的社会责任。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定身份的，以及此类项目的设计是如何随着人们对科学在美国社会中地位的不断变化的担忧而发展的。潜在的更广泛的影响今天，科学教育工作者正在讨论特定的途径和课程是否会为那些原本可能阻碍或反对进一步科学学习的学生打开或关闭大门。然而，他们很少质疑“科学家”和“非科学家”的嵌入式概念化的含义和功能，这些概念化是许多程序设计的基础。我们对这些概念如何创造或限制了学生的机会，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知之甚少。本文旨在阐明这些谜题的发展和动态，以期为涉及这些谜题的辩论提供信息，从而解决这些谜题。

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.