Chahine Iman C., de Beer Josef Evidence-Based Inquiries in Ethno-STEM Research: Investigations in Knowledge Systems Across Disciplines and Transcultural Settings 9781648021169

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Автор: Chahine Iman C., de Beer Josef
Название: Evidence-Based Inquiries in Ethno-STEM Research: Investigations in Knowledge Systems Across Disciplines and Transcultural Settings
ISBN: 9781648021169
Издательство: Mare Nostrum (Eurospan)
Классификация:

Познание и когнитивная психология

Планирование и разработка учебных программ

Преподавание отдельных предметов

Учебные материалы: естественные науки: общие вопросы

ISBN-10: 1648021166
Обложка/Формат: Hardback
Страницы: 420
Вес: 0.76 кг.
Дата издания: 30.07.2021
Серия: Education
Язык: English
Размер: 23.39 x 15.60 x 1.70 cm
Читательская аудитория: Professional and scholarly
Ключевые слова: Educational: Mathematics & numeracy,Educational: Sciences, general science,Multicultural education,Teaching of a specific subject,Teaching skills & techniques
Подзаголовок: Investigations in knowledge systems across disciplines and transcultural settings
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Поставляется из: Англии
Описание: The purpose of the edited volume is to provide an international lens to examine evidence-based investigations in Ethno-STEM research: Ethno-science, Ethno-technology, Ethno-engineering, and Ethno-mathematics. These themes grew out of multi-national, multi-institutional and multi-disciplinary efforts to preserve as well as epitomize the role that Indigenous Knowledge Systems (IKS) play in cognitive development and its vital contributions to successful and meaningful learning in conventional and non-conventional contexts. Principled by the Embodied, Situated, and Distributed Cognition (ESDC), this innovative book will provide evidence supporting the embeddedness of a thinking-in-acting model as a fundamental framework that explains and supports students acquisition of scientific knowledge.

So often western science curricula are experienced as irrelevant, since it does not take cognizance of the daily experiences and world in which the learner finds himself. This book takes a socio-cultural look at IKS and applies research in neuroscience to make a case its incorporation in the STEM (Science, Technology, Engineering and Mathematics) classroom. We use the Embodied Situated Distributed Cognition (ESDC) Model as conceptual framework in this book.

Although the value of IKS is often acknowledged in curriculum policy documents, teachers are most often not trained in incorporating IK in the classroom. Teachers lack of the necessary pedagogical content knowledge (PCK) in effectively incorporating IK in their classrooms is a tremendous problem internationally. Another problem is that IK is often perceived as pseudo-science, and scholars advocating for the incorporation of IK in the school curriculum often do not contextualize their arguments within a convincing theoretical and conceptual framework.

Evidence-Based Inquiries in Ethno-STEM Research: Investigations in Knowledge Systems Across Disciplines and Transcultural Settings, Chahine Iman C., de Beer Josef