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Doctoral Dissertation Research: Knowledge Production & Cultural Politics in STEM Pedagogy

博士论文研究：知识生产

基本信息

批准号：
2214051
负责人：
Kim Fortun
金额：
$ 3.14万
依托单位：
University of California-Irvine
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2023
资助国家：
美国
起止时间：
2023-01-01 至 2024-12-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2214051&HistoricalAwards=false
关键词：
Doctoral Dissertation Research Knowledge Production

项目摘要

How science is taught varies considerably across contexts and time. What shapes science instruction? How do broader political and cultural factors interact with educators’ characteristics to affect how science is understood and taught? This doctoral dissertation research uses theory from cultural anthropology and science and technology studies to investigate which cultural, political, and individual factors emerge as most important in shaping how science is understood and taught in different contexts. In addition to training a graduate student, this project disseminates its results broadly to stakeholder and academic audiences. Results further develop educational curricula. This project conducts a year of ethnographic research to address two central questions: 1) How do science educators understand the influence of broader cultural trends on science pedagogy; and 2) How do individual characteristics affect how science educators teach science across different cultural contexts? The student investigator employs participant observation and in-depth interviews with science educators, researchers, and curriculum developers in different institutional settings across multiple iterations. Using a comparative approach, the project advances understanding of how notions of science shift when educators of varying background learn how to teach in different institutional settings.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

科学的教学方式在不同的背景和时间有很大的不同。是什么塑造了科学教学？更广泛的政治和文化因素如何与教育者的特点相互作用，从而影响科学的理解和教学？本博士论文研究使用文化人类学和科学技术研究的理论来调查哪些文化、政治和个人因素在塑造科学如何在不同背景下被理解和教授方面发挥了最重要的作用。除了培训研究生外，该项目还将其结果广泛地传播给利益相关者和学术受众。结果进一步发展教育课程。该项目进行了为期一年的人种学研究，以解决两个核心问题：1)科学教育者如何理解更广泛的文化趋势对科学教育学的影响；2)个体特征如何影响科学教育者在不同文化背景下教授科学？学生调查员采用参与式观察，并在多个迭代中与不同机构的科学教育者、研究人员和课程开发人员进行深入访谈。采用比较的方法，该项目促进了对不同背景的教育工作者学习如何在不同的机构环境中教学时科学概念如何转变的理解。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。