Who’s Asking? Native Science, Western Science, and Science Education

Date: 
Monday, September 22, 2014
Resource Type:
Mass Media Article | Reference Materials
Environment Type: 
Media and Technology, Comics, Books, and Newspapers, Public Programs, Informal/Formal Connections
Audience: 
General Public | Educators/Teachers | Museum/ISE Professionals | Scientists
Discipline: 
General STEM | Nature of science
Access and Inclusion: 
Ethnic/Racial
Indigenous and Tribal Communities
Organization:
King's College London
Description: 

‘Who’s Asking: Native Science, Western Science, and Science Education’ explores two key questions for science education, communication and engagement; first, what is science and second, what do different ways of understanding science mean for science and for science engagement practices? Medin and Bang have combined perspectives from the social studies of science, philosophy of science and science education to argue that science could be more inclusive if reframed as a diverse endeavour. Medin and Bang provide a useful, extensive and wide-ranging discussion of how science works, the nature of science, the role of culture, gender and ethnicity in science, biases and norms, as well as how people engage with science and the world around them. They draw on their collaborative research developing science education programmes with Native American communities to illustrate the benefits of reconstructing science by drawing on more than ‘Western’ science in education practices. The book argues that reconceptualising science in science education is crucial for developing a more diverse, equitable and inclusive scientific community and scientific practices, as well as improving educational opportunities and outcomes for youth from diverse and non-dominant backgrounds.

Citation
ISSN:
1824-2049
Publication Name: 
Journal of Science Communication
Volume: 
13
Number: 
3
Document:

Team Members

emily dawsonAuthor

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