Training Scientists, Crafting Science: A Workshop for Putting Pedagogy on the Map for Science Studies

建议摘要David Kaiser，科学、技术和社会计划/物理系，MIT培训科学家，制作科学：将教育学放在科学研究地图上的研讨会教育学、培训和科学研究实践的制作通常落在传统机构研究和学科研究与智力或概念研究之间的裂缝之间。然而，在科学的历史学、社会学和人类学中，有一部规模不大但在不断增长的文献仔细研究了这些领域的交叉。这个项目包括一个由两部分组成的研讨会，以探索科学家的培训、学习和研究努力之间的深刻相互关系，并加强和巩固这一科学研究文献的新部分。研讨会的19名参与者包括该领域的几位杰出领导者以及许多职业生涯早期的学者。研讨会将于2002年春季在麻省理工学院召开，并于2002年秋季再次召开，讨论和分析预先分发的原始文件。讨论和论文将以编辑后的卷分发。研讨会和编辑卷的目标是双重的。首先，这次会议应该有助于巩固科学研究学者的小社区，他们在教育学、教育和学习方面有着共同的兴趣，从而在其他孤立的案例研究之间建立联系。其次，它是对更大的科学研究领域的催化，以思考教育学在现代科学发生中所起的结构性作用。

Proposal Abstract David Kaiser, Program in Science, Technology, and Society/Department of Physics, MITTraining Scientists, Crafting Science: A Workshop for Putting Pedagogy on the Map for Science StudiesQuestions of pedagogy, training, and the crafting of scientific research practices have usually fallen between the cracks separating traditional institutional and disciplinary studies on the one hand, and intellectual or conceptual studies on the other. A small but growing literature within the history, sociology, and anthropology of science, however, scrutinizes the intersection of these domains. This project involves a two-part workshop in order to probe the deep interrelations between scientists' training, learning, and research efforts --and to sharpen and consolidate this nascent segment of the science studies literature. The 19 participants in the workshop include several distinguished leaders in the field, together with many early-career scholars. The workshop convenes in Spring 2002 at MIT and again in Fall 2002, to discuss and analyze original pre-circulated papers. The discussions and papers are to be disseminated in an edited volume. The goals for the workshop and edited volume are twofold. First, this meeting should help solidify the small community of science-studies scholars who share interests in pedagogy, raining, and learning, thereby building connections between otherwise isolated case studies. Second, it is to catalyze the larger science-studies field to consider the constitutive roles played by pedagogy in making modern science happen.