Culturally Responsive Science Education for Indigenous and Ethnic Minority Students
Notice bibliographique
Résumé
The second strand in this chapter focuses on a broader view of student success that encompasses the complex interaction of family, social, cultural, educational, economic, and political contexts. Led in particular by indigenous researchers, this strand contests the characterization of success evident in the fi rst strand, which mainly lies in achievement. Arguments within this view are based on the nature of knowledge and the importance of cultural identity to indigenous and ethnic minority communities. Although little or nothing has changed from the indigenous research point of view forwarded in the earlier chapter (McKinley, 2007), there is still a pervasiveness of unresolved concerns-the devaluation and destruction of people’s cultures, languages, beliefs, and values have all affected and continue to affect indigenous people’s wellbeing. For example, Richards and Scott (2009) argue that a policy of cultural genocide in Canada led to the establishment of residential schools administered by religiousIntroductionSince the writing of the last chapter in the previous handbook (McKinley, 2007), educational research continues to be concerned with indigenous and minority students’ access, participation, and achievement in science education. The underrepresentation of indigenous and some ethnic minority students in secondary science education is a major social and economic disadvantage for these communities and a major challenge for science educators in industrial countries. The reason for this is that the lack of participation and achievement by these communities is perceived as being particularly urgent as they strive for a highly skilled workforce specifi cally in science-based subjects to build their knowledge-based economies. Identifi ed as a “barrier” to this goal is that the number of students being educated in science, technology, engineering, and mathematics (STEM) subjects has fallen (Ezeife, 2003). There are two forces at work here: The numbers of students in science courses from groups who have historically participated has diminished, and the demographics of First World nations’ move toward greater proportions of indigenous and ethnic minority students. In essence, science education research is faced with questions regarding how it can increase the uptake of science-based subjects by students who have previously been excluded from participating in them and, to a large extent, participating in many of their benefi ts.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».