A Holistic Approach to Science Education: Disciplinary, Affective, and Equitable

Autor/inn/en	Mehta, Rohit; Mehta, Swati; Seals, Christopher
Titel	A Holistic Approach to Science Education: Disciplinary, Affective, and Equitable
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 36 (2017) 3, S.269-286 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Science Education; Holistic Approach; Aesthetics; Student Motivation; Inquiry; Social Justice; Urban Schools; STEM Education; Case Studies; Teaching Methods; Public Schools; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Holistischer Ansatz; Ästhetik; Schulische Motivation; Soziale Gerechtigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; STEM; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Public school; Öffentliche Schule
Abstract	In this chapter, we argue that science education is more than the high stakes, rigorous practices and methodology that students often find dull and uninspiring. We present that aesthetic and humanistic motivations, such as wonder, curiosity, and social justice, are also inherent reasons for doing science. In the MSUrbanSTEM program, we designed an approach that built on these aesthetic and humanistic aspects of science. In this chapter, we share three case studies to present everyday pedagogical approaches to science education used by three Chicago Public School (CPS) teachers during a school year. These classroom practices used wonder, curiosity, and social justice as motivations for engaging in science and provided a disciplinary lens to look at the world that students found to be fundamentally interesting and inspiring. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01