Expanding the Science Capital in K-12 Science Textbooks: A Notable Doctor's Insights into Biology & Other Accomplishments of African American Scientists

Autor/in	Quinlan, Catherine L.
Titel	Expanding the Science Capital in K-12 Science Textbooks: A Notable Doctor's Insights into Biology & Other Accomplishments of African American Scientists
Quelle	In: American Biology Teacher, 82 (2020) 6, S.381-388 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Kindergarten; Elementary Secondary Education; Scientists; Science Instruction; African Americans; Science Curriculum; Textbooks; Physicians; Personal Narratives; Standards; Social Values; Scientific Concepts; Political Attitudes; Scientific Principles; Cultural Capital; Teaching Methods; Course Content + Suchen Sie Ihr Suchwort? Scientist; Wissenschaftler; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Afroamerikaner; Textbook; Text book; Schulbuch; Lehrbuch; Physician; Doctor; Arzt; Erlebniserzählung; Standard; Sozialer Wert; Political attitude; Politische Einstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm
Abstract	This article explores the need to include the science capital and cultural capital of African Americans in science teaching and offers practical exemplars for inclusion in the K-12 science curriculum. The author discusses ideas in the evolution of culture that contribute to the science content and perspectives of current textbooks and their supporting educative curriculum materials. The exemplars provided shed light on the scientific concepts and ideas indicated by the scientific accomplishments and narratives of African American scientists and a notable doctor, Charles R. Drew. The practical considerations described have implications for the disciplinary core ideas in the "Next Generation Science Standards," and for understanding the cultural, social, and political values inherent in the nature of science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01