Teacher education to enhance diversity in STEM [electronic resource] : applying a critical postmodern science pedagogy / A. Anthony Ash II, Greg A. Wiggan, Marcia J. Watson-Vandiver.
- 作者： Ash, A. Anthony, II.
- 其他作者：
- 出版： New York, NY : Routledge 2021.
- 叢書名： Routledge research in STEM education
- 主題： Science teachers--Training of. , Science--Study and teaching--Social aspects. , Minorities in science. , Electronic books.
- ISBN： 9781003108184 (electronic bk.) 、 1003108180 (electronic bk.) 、 9781000299076 (electronic bk.) 、 1000299074 (electronic bk.) 、 9781000299113 (electronic bk.) 、 1000299112 (electronic bk.) 、 9781000299151 (electronic bk.) 、 1000299155 (electronic bk.) 、 9780367621544
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- 一般註：The critical role of science in teaching diversity -- Critical postmodern science pedagogy -- Science, diversity and the sociopolitical -- Research context -- Challenges and understandings towards an anti-racist education -- Critical role of science in teaching diversity : discussion, recommendations, and implications -- Appendix A. General observation protocol -- Appendix B. Interview protocols -- Appendix C. Lesson plan -- Appendix D. Phases of the study -- AppendixE. Sampling frame course descriptions. 112年度臺灣學術電子書暨資料庫聯盟採購
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讀者標籤：
- 系統號： 000306665 | 機讀編目格式
館藏資訊
Addressing underlying issues in science education and teacher training, which contribute to continued underrepresentation of racial and ethnic minority students in STEM and STEAM subjects and careers, this timely volume illustrates how a critical postmodern science pedagogy (CPSP) can be used effectively to raise awareness of diversity issues amongst preservice teachers. Using a case study design consisting of class observations, interviews, content analysis, questionnaires, and instructional interventions in preservice teacher training, the volume bridges science and multicultural education and investigates how curricular development and teacher preparation can be used to ensure that science education itself promotes diversity within STEM, and throughout education. Chapters also examine the intersections of science education and science literacy for both students and teachers and, in doing so, promote the importance of positive and accurate representation of diversity within science and research discourse. The book attempts to raise awareness regarding the need for meaningful curricular reform that creates real opportunities to address historical and scientific misinformation, while increasing diversity and inclusion in schools and society. This important text will be of interest to postgraduate students, researchers, scholars, and preservice teachers in the fields of science and mathematics education, STEM, multicultural education, teacher education, urban education, and the sociology of education.
摘要註
"This text addresses underlying issues in science education and teacher training which contribute to continued underrepresentation of racial and ethnic minority students in STEM subjects and careers. Using a case study design consisting in class observations, interviews, content analysis questionnaires and instructional interventions in pre-service teacher training, the volume investigates how curricular reform and teacher preparation can be used to ensure that science education itself promotes diversity within STEM. The text illustrates how a critical postmodern science pedagogy (CPSP) can be used effectively to raise awareness of diversity issues amongst pre-service teachers"--