Cultural Processes in Science Education: Supporting the Navigation of Multiple Epistemologies

Autor/inn/en	Bang, Megan; Medin, Douglas
Titel	Cultural Processes in Science Education: Supporting the Navigation of Multiple Epistemologies
Quelle	In: Science Education, 94 (2010) 6, S.1008-1026 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20392
Schlagwörter	American Indians; Disproportionate Representation; Science Instruction; Science Education; Technology; Engineering; Mathematics Education; Epistemology; Foreign Countries; Middle Schools; Scientific Principles; Curriculum Development; Cultural Differences + Suchen Sie Ihr Suchwort? American Indian; Indianer; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Technologie; Maschinenbau; Mathematische Bildung; Erkenntnistheorie; Ausland; Middle school; Mittelschule; Mittelstufenschule; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kultureller Unterschied
Abstract	Although there has been considerable focus on the underrepresentation of minorities in science, technology, engineering, and mathematics (STEM) disciplines and the need for science instruction that fosters diversity, much of the associated effort has focused on the goal of diversity and tended to assume that science and science learning are acultural. We describe a conceptual framework employed in our work with both urban and rural Native American communities that focuses on culturally based epistemological orientations and their relation to the cultural practices associated with science instruction. We summarize evidence on the efficacy of community-based science education to support the proposition for a shift in orientation toward science education from aiming to have students adopt specific epistemologies to supporting students' navigation of multiple epistemologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10