Science Culture, Language, and Education in America

Description

Can the culture and language of science be an alienating force that discourages marginalized people from identifying with scientists and pursuing higher education in the sciences? More broadly, does an education system which unwittingly presents science as a distinct culture result in a population susceptible to doubt, confusion, and denial? This volume explores how this 'culture of science' is reflected and transmitted in the classroom, and how this can have wide-reaching and often negative implications for science education and science literacy. Well-intentioned efforts to bring hands-on scientific experiences into the classroom must also take into account how students perceive the culture of science. Areas of potential conflict include linguistic and cultural behaviors, misconceptions about science and the nature of science, and, in some cases, religious worldviews. Once recognized, these conflicts are resolvable, and valid methods exist to reduce alienation, broaden participation, and ensure that all students, whether or not they pursue STEM careers, leave school knowing that science is something that they can trust. Front Matter ....Pages i-v Where Are We Now? Where Could We Be? (Emily Schoerning)....Pages 1-12 The Culture of Classroom Science: Discourse, Dialog, and Language Practices (Emily Schoerning)....Pages 13-30 Nature of Science Misconceptions: A Source of Cultural Conflict (Emily Schoerning)....Pages 31-44 Culture and Conflict: Science and Social Controversy (Emily Schoerning)....Pages 45-60 Science and Religion: Meshing and Conflicting Worldviews (Emily Schoerning)....Pages 61-70 A Case Study in Transforming Communities: The Science Booster Club Program (Emily Schoerning)....Pages 71-145 Back Matter ....Pages 147-159