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首页> 外文期刊>American journal of applied sciences >Using Culture, Policy and Traditional Knowledge to Improve Engagement in Science Courses | Science Publications
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Using Culture, Policy and Traditional Knowledge to Improve Engagement in Science Courses | Science Publications

机译：利用文化，政策和传统知识提高对科学课程的参与度科学出版物

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> Problem statement: In our undergraduate science courses, we need to engage students by including the current issues and concerns of our students as well as recognizing the place-based context in which they learn. Including culture, policy and traditional knowledge when it intersects with a chemical principle and a challenging real world issue adds concreteness to the scientific process. Approach: Science Education for New Civic Engagement and Responsibilities (SENCER) is a national dissemination project for courses in science, technology, engineering and mathematics. SENCER courses connect science and civic engagement by teaching through complex, capacious, current and unresolved public issues to the underlying scientific principles. The more that our students were exposed to culturally responsive interdisciplinary science courses that encompass biocomplexity, the more prepared they will act as agents of long term stewardship through periods of rapid change and ecological challenge. It was therefore critical that issues such as sustainability, environmental health, food security, justice and precaution be integrated into science teaching. In studying public issues of the north, students and faculty can use examples from traditional knowledge to illustrate the use of science principles. Results: As part of the IPY UARCTIC effort, examples from climate change, nutrition, nuclear science and chemical ecology were developed to illustrate this integration. The courses adapted and delivered at an arctic university will illustrate the benefits of integrating social and cultural topics with science. Student responses showed an increase in interest in science. Conclusion: The adapt and adopt process is synergistic and should be goal oriented. This approach was especially relevant to minority and indigenous students who were engaged in the issues of their local community. The SENCER approach to arctic science creates a legacy of new, engaging courses in the north.
机译： > 问题陈述：在我们的本科科学课程中，我们需要吸引学生，包括学生当前的问题和担忧，并认识他们所处的基于地点的环境学习。当文化，政策和传统知识与化学原理相交并且具有挑战性的现实世界问题时，包括文化，政策和传统知识，将科学过程具体化。 方法：新公民参与和责任科学教育（SENCER）是一项针对科学，技术，工程和数学课程的国家传播项目。 SENCER课程通过将复杂，功能强大，当前未解决的公共问题教授给基本科学原理，从而将科学与公民参与联系起来。我们的学生接触涉及生物复杂性的具有文化响应性的跨学科科学课程的次数越多，他们在经历快速变化和生态挑战期间作为长期管理的推动者的准备就越充分。因此，至关重要的是将诸如可持续性，环境健康，粮食安全，正义和预防措施等问题纳入科学教学中。在研究北方的公共问题时，学生和教师可以使用传统知识中的示例来说明科学原理的使用。 结果：作为IPY UARCTIC努力的一部分，开发了来自气候变化，营养，核科学和化学生态学的实例来说明这种整合。在北极大学改编并提供的课程将说明将社会和文化主题与科学相结合的好处。学生的回答表明对科学的兴趣有所增加。 结论：适应和采用过程具有协同作用，应以目标为导向。这种方法特别适合从事当地社区问题的少数民族和土著学生。 SENCER的北极科学方法在北方创造了新的，引人入胜的课程。

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