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Black Representation in the Science Curriculum: Implications for Identity, Culture, Belonging, and Curriculum Development - Brossura
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This book sheds new light on the importance of Black representation in the US science curriculum from a social, cultural, cognitive, and scientific perspective.
Weaving together content, new methodologies, and science education pedagogies, it opens up new space for the meaningful inclusion of the science capital and cultural capital of Black people in the US science curricula. Drawing on ethnographic interviews with African American Gullah-Geechee and research outcomes from qualitative and quantitative research and curriculum development, it brings home the importance of attending to a sense of belonging in the K-12 science curricula toward lasting equity and inclusion. The author uses applied cognitive psychology theories as frameworks to show how perceptions about the perceived value of Black representation as a way of knowing is influenced by identity, culture, and social schemas.
Incorporating new methodologies and approaches focused on inclusion and belonging, it will appeal to scholars, researchers, upper-level and post-graduate students with interest in STEM education, race and ethnicity in education, equity, and research methods in education.
Le informazioni nella sezione "Riassunto" possono far riferimento a edizioni diverse di questo titolo.
Informazioni sull'autore
Catherine L. Quinlan received her training in science education at Teachers College, Columbia University and her first academic appointment at Howard University. She is currently Associate Professor of Science Education at Howard University.
Le informazioni nella sezione "Su questo libro" possono far riferimento a edizioni diverse di questo titolo.
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Black Representation in the Science Curriculum (Paperback)
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Taylor & Francis Ltd, London, 2025
ISBN 10: 1032757183
ISBN 13: 9781032757186
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Paperback. Condizione: new. Paperback. This book sheds new light on the importance of Black representation in the US science curriculum from a social, cultural, cognitive, and scientific perspective.Weaving together content, new methodologies, and science education pedagogies, it opens up new space for the meaningful inclusion of the science capital and cultural capital of Black people in the US science curricula. Drawing on ethnographic interviews with African American Gullah-Geechee and research outcomes from qualitative and quantitative research and curriculum development, it brings home the importance of attending to a sense of belonging in the K-12 science curricula toward lasting equity and inclusion. The author uses applied cognitive psychology theories as frameworks to show how perceptions about the perceived value of Black representation as a way of knowing is influenced by identity, culture, and social schemas.Incorporating new methodologies and approaches focused on inclusion and belonging, it will appeal to scholars, researchers, upper-level and post-graduate students with interest in STEM education, race and ethnicity in education, equity, and research methods in education. This book sheds new light on the importance of Black representation in the US science curriculum from a social, cultural, cognitive, and scientific perspective. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Codice articolo 9781032757186
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Black Representation in the Science Curriculum: Implications for Identity, Culture, Belonging, and Curriculum Development (Paperback or Softback)
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Black Representation in the Science Curriculum
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ISBN 10: 1032757183
ISBN 13: 9781032757186
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Paperback. Condizione: New. This book sheds new light on the importance of Black representation in the US science curriculum from a social, cultural, cognitive, and scientific perspective.Weaving together content, new methodologies, and science education pedagogies, it opens up new space for the meaningful inclusion of the science capital and cultural capital of Black people in the US science curricula. Drawing on ethnographic interviews with African American Gullah-Geechee and research outcomes from qualitative and quantitative research and curriculum development, it brings home the importance of attending to a sense of belonging in the K-12 science curricula toward lasting equity and inclusion. The author uses applied cognitive psychology theories as frameworks to show how perceptions about the perceived value of Black representation as a way of knowing is influenced by identity, culture, and social schemas.Incorporating new methodologies and approaches focused on inclusion and belonging, it will appeal to scholars, researchers, upper-level and post-graduate students with interest in STEM education, race and ethnicity in education, equity, and research methods in education. Codice articolo LU-9781032757186
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Black Representation in the Science Curriculum: Implications for Identity, Culture, Belonging, and Curriculum Development (Routledge Research in STEM Education)
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Black Representation in the Science Curriculum (Routledge Research in STEM Education)
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