| 000 | 05769nam a2201261 i 4500 | ||
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| 001 | 6712491 | ||
| 003 | IEEE | ||
| 005 | 20220712204818.0 | ||
| 006 | m o d | ||
| 007 | cr |n||||||||| | ||
| 008 | 151223s2014 maua ob 001 eng d | ||
| 020 |
_a9780262319430 _qelectronic |
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| 020 |
_z0262319438 _qelectronic |
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| 020 |
_z9780262026628 _qprint |
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| 035 | _a(CaBNVSL)mat06712491 | ||
| 035 | _a(IDAMS)0b00006481ff69e3 | ||
| 040 |
_aCaBNVSL _beng _erda _cCaBNVSL _dCaBNVSL |
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| 050 | 4 |
_aE59.S35 _bM43 2013eb |
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| 082 | 0 | 4 |
_a303.48/3 _223 |
| 100 | 1 |
_aMedin, Douglas L., _eauthor. _924204 |
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| 245 | 1 | 0 |
_aWho's asking? : _bNative science, Western science, and science education / _cDouglas L. Medin and Megan Bang. |
| 264 | 1 |
_aCambridge, Massachusetts : _bMIT Press, _c2013. |
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| 264 | 2 |
_a[Piscataqay, New Jersey] : _bIEEE Xplore, _c[2014] |
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| 300 |
_a1 PDF (xii, 282 pages) : _billustrations. |
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| 336 |
_atext _2rdacontent |
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| 337 |
_aelectronic _2isbdmedia |
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| 338 |
_aonline resource _2rdacarrier |
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| 500 | _aCatMonthString:july.14 | ||
| 500 | _aMulti-User. | ||
| 504 | _aIncludes bibliographical references and index. | ||
| 505 | 0 | _aIntroduction: Who's asking? -- Unsettling science -- Maps, models and the unity of science -- Values everywhere within science -- Science reflects who does it -- Culture and issues in cultural research -- Psychological distance and conceptions of nature -- Distance, perspective taking, and ecological relations -- Complicating cultural models : limitations of distance -- The argument so far -- A brief history of Indian education -- Culturally-based science education : navigating multiple epistemologies -- Community-based science education : Menominee focus -- Community-based science education : AIC focus -- Partnership in community : some consequences -- Summary, conclusions, implications. | |
| 506 | 1 | _aRestricted to subscribers or individual electronic text purchasers. | |
| 520 | _aThe answers to scientific questions depend on who's asking, because the questions asked and the answers sought reflect the cultural values and orientations of the questioner. These values and orientations are most often those of Western science. In Who's Asking?, Douglas Medin and Megan Bang argue that despite the widely held view that science is objective, value-neutral, and acultural, scientists do not shed their cultures at the laboratory or classroom door; their practices reflect their values, belief systems, and worldviews. Medin and Bang argue further that scientist diversity -- the participation of researchers and educators with different cultural orientations -- provides new perspectives and leads to more effective science and better science education. Medin and Bang compare Native American and European American orientations toward the natural world and apply these findings to science education. The European American model, they find, sees humans as separated from nature; the Native American model sees humans as part of a natural ecosystem. Medin and Bang then report on the development of ecologically oriented and community-based science education programs on the Menominee reservation in Wisconsin and at the American Indian Center of Chicago. Medin and Bang's novel argument for scientist diversity also has important implications for questions of minority underrepresentation in science. | ||
| 530 | _aAlso available in print. | ||
| 538 | _aMode of access: World Wide Web | ||
| 588 | _aDescription based on PDF viewed 12/23/2015. | ||
| 650 | 0 |
_aIndians _xScience. _924205 |
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| 650 | 0 |
_aIndian philosophy. _924206 |
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| 650 | 0 |
_aScience _xPhilosophy. _922225 |
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| 650 | 0 |
_aEthnoscience. _924207 |
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_aScience _xStudy and teaching. _924208 |
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| 650 | 0 |
_aIndians _xEducation. _924209 |
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_aScience _xSocial aspects. _914444 |
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| 650 | 0 |
_aScience _xPolitical aspects. _924210 |
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| 655 | 0 |
_aElectronic books. _93294 |
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| 695 | _aAbstracts | ||
| 695 | _aAnimals | ||
| 695 | _aArt | ||
| 695 | _aBatteries | ||
| 695 | _aBiological system modeling | ||
| 695 | _aBiology | ||
| 695 | _aBirds | ||
| 695 | _aBlood | ||
| 695 | _aChapters | ||
| 695 | _aCognition | ||
| 695 | _aCollaboration | ||
| 695 | _aCommunities | ||
| 695 | _aConcrete | ||
| 695 | _aContext | ||
| 695 | _aCultural differences | ||
| 695 | _aDrives | ||
| 695 | _aEarth | ||
| 695 | _aEconomics | ||
| 695 | _aEducation | ||
| 695 | _aEducational institutions | ||
| 695 | _aEncoding | ||
| 695 | _aEthics | ||
| 695 | _aEurope | ||
| 695 | _aEvolution (biology) | ||
| 695 | _aForestry | ||
| 695 | _aGame theory | ||
| 695 | _aGames | ||
| 695 | _aGeology | ||
| 695 | _aGlobal communication | ||
| 695 | _aHeart beat | ||
| 695 | _aHistory | ||
| 695 | _aIndexes | ||
| 695 | _aInstruments | ||
| 695 | _aLenses | ||
| 695 | _aLimiting | ||
| 695 | _aMarine animals | ||
| 695 | _aMaterials | ||
| 695 | _aMathematical model | ||
| 695 | _aMedical services | ||
| 695 | _aMotion pictures | ||
| 695 | _aNavigation | ||
| 695 | _aPediatrics | ||
| 695 | _aPhysics | ||
| 695 | _aPlanning | ||
| 695 | _aPresses | ||
| 695 | _aPrinting machinery | ||
| 695 | _aPsychology | ||
| 695 | _aRecycling | ||
| 695 | _aReliability | ||
| 695 | _aRoads | ||
| 695 | _aRocks | ||
| 695 | _aSociology | ||
| 695 | _aStandards | ||
| 695 | _aStatistics | ||
| 695 | _aTurning | ||
| 695 | _aUS Government | ||
| 700 | 1 |
_aBang, Megan, _d1975- _924211 |
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| 710 | 2 |
_aIEEE Xplore (Online Service), _edistributor. _924212 |
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| 710 | 2 |
_aMIT Press, _epublisher. _924213 |
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| 776 | 0 | 8 |
_iPrint version _z9780262026628 |
| 856 | 4 | 2 |
_3Abstract with links to resource _uhttps://ieeexplore.ieee.org/xpl/bkabstractplus.jsp?bkn=6712491 |
| 942 | _cEBK | ||
| 999 |
_c73350 _d73350 |
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