Everything New Is Old Again: What Place Should Applied Science Have in the History of Science?

Johnson, Ann

doi:10.1007/978-90-481-9051-5_26

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…Die daran anschließenden Debatten sind Thema bei Kreilkamp (1971), Irvine/Martin (1984: 16-22), Stokes (1997: 55 f.), Asner (2004: 22 f.), Hounshell (2004: 63 f.) und Johnson (2004: 219). 74 So übereinstimmend Slaughter (1993), Weingart (2001: 177), Johnson (2004), Forman (2007: 34, 70), Mirowski/Sent (2008: 655-658) und Shapin (2008b: 87). Wenn der Begriff ›linear model‹ im Singular verwendet wird, ist damit zugleich suggeriert, dass es eine anerkannte Definition gebe.…”

Section: Tod Und Leben Des Linearen Modellsunclassified

“…In der neueren Wissenschaftsforschung ist immer wieder vermerkt worden, dass die Industrieforschung von der Wissenschaftsgeschichte lange Zeit vernachlässigt wurde (vgl. Dennis 1987;Johnson 2008;Shapin 2008b). Diese Kritik war in den 1980er Jahren sicherlich berechtigt, mittlerweile liegen aber viele Studien vor, die das Defizit beheben.…”

Section: Tod Und Leben Des Linearen Modellsunclassified

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Wahrheit und Nützlichkeit

Kaldewey¹

2013

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Section: Tod Und Leben Des Linearen Modellsunclassified

Wahrheit und Nützlichkeit

Kaldewey¹

2013

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“…Science as an enterprise has been and continues to be exclusionary, perpetuating inequities among whose contributions are acknowledged as well as what/whose knowledge is recognized as valid (Johnson, 2011). The National Science Foundation (2018) reports that women, people of color, and persons with disabilities are still vastly outnumbered in science and engineering by their White, male counterparts.…”

Section: Introductionmentioning

confidence: 99%

The culturally responsive science teaching practices of undergraduate biology teaching assistants

2021

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Science as an enterprise has been and continues to be exclusionary, perpetuating inequities among whose voice is heard as well as what/whose knowledge is recognized as valid. Women, people of color, and persons with disabilities are still vastly outnumbered in science and engineering by their White, male counterparts. These types of imbalances create a gatekeeping culture of inequity and inaccessibility, particularly for traditionally underrepresented students. Science classrooms, especially at the undergraduate level, strive to mimic the broader practices of the scientific community and therefore have tremendous potential to perpetuate the exclusion of certain groups of people. They also have, however, the potential to be a catalyst for equitable participation in science. Utilizing pedagogies of empowerment such as culturally responsive science teaching (CRST) in undergraduate classrooms can mitigate the gatekeeping phenomenon seen in science. Teaching assistants (TAs) engage in more one‐on‐one time with students than most faculty in undergraduate biology education, yet minimal pedagogical training is offered to them. Therefore, training for improved pedagogical knowledge is important for TAs, but training for CRST is critical as TAs have broad and potentially lasting impact on students. This study explores the ways in which undergraduate biology TAs enact CRST. Using constructivist grounded theory methods, this study examined TAs' reflections, observation field notes, semistructured interviews, and focus groups to develop themes surrounding their enactment of CRST. Findings from this study showed that undergraduate biology TAs enact CRST in ways described by four themes: Funds of Knowledge Connections, Differentiating Instruction, Intentional Scaffolding, and Reducing Student Anxiety. These findings provide new insights into the ways undergraduate science education might be reimagined to create equitable science learning opportunities for all students.

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Culturally Relevant Pedagogy and the 5E Lesson Plan

Watson

2021

The Science Teacher

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Everything New Is Old Again: What Place Should Applied Science Have in the History of Science?

Cited by 3 publications

References 12 publications

Wahrheit und Nützlichkeit

Wahrheit und Nützlichkeit

The culturally responsive science teaching practices of undergraduate biology teaching assistants

Culturally Relevant Pedagogy and the 5E Lesson Plan

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