Authentic Science Experiences as a Vehicle for Assessing Orientation towards Science and Science Careers Relative to Identity and Agency: A Response to "Learning from the Path Followed by Brad"

Autor/in	Chinn, Pauline W. U.
Titel	Authentic Science Experiences as a Vehicle for Assessing Orientation towards Science and Science Careers Relative to Identity and Agency: A Response to "Learning from the Path Followed by Brad"
Quelle	In: Cultural Studies of Science Education, 4 (2009) 3, S.639-647 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-009-9185-6
Schlagwörter	Science Careers; Scientific Literacy; Responses; World Views; Science Education + Suchen Sie Ihr Suchwort? World view; Weltanschauung; Naturwissenschaftliche Bildung
Abstract	This response draws from the literature on adaptive learning, traditional ecological knowledge, and social-ecological systems to show that Brad's choice is not a simple decision between traditional ecological knowledge and authentic science. This perspective recognizes knowledge systems as dynamic, cultural and historical activities characterized by diverse worldviews and ways of constructing and legitimizing knowledge. Brad's decision is seen as an example of adaptive learning, identity development and personal/collective agency oriented to increasing tribal influence in resource management decisions and policies. I will conclude that science literacy for all is not served by a transcendent, universal, Western modern view of science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10