A whale of a time: engaging in a war of values for youth activism in science education.

IF 1.3 4区教育学 Q2 CULTURAL STUDIES Cultural Studies of Science Education Pub Date : 2023-01-09 DOI:10.1007/s11422-022-10140-5

Rachel A Gisewhite

引用次数: 0

Abstract

Exposure and experience with ethical dilemmas and controversial socioscientific issues provide a link to students' lives or a pathway for sympathy/empathy and care, where youth use emotion to engage with the scenario and develop critical thinking skills to respond to ethical issues. For this theoretical paper, I focus on how informal science can be used in science classes to provide such exposure and experience, creating spaces for students to foster erotic relationships with the nature-Other and their local environment. More specifically, this paper aims to discuss how educators can use these informal science experiences, and in this case-those involving marine mammals, to find value for natural phenomena through erotic generosity and phenomenological experiences within the environment and use their knowledge and power to act responsibly.

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鲸鱼的时间：为科学教育中的青年行动主义开展一场价值观之战。

对伦理困境和有争议的社会科学问题的接触和体验，为学生的生活提供了一种联系，或者说为同情/移情和关怀提供了一种途径，在这种途径中，青少年利用情感参与情景，发展批判性思维能力，以应对伦理问题。在这篇理论论文中，我将重点讨论如何在科学课上利用非正式科学来提供这样的接触和体验，为学生创造空间，培养他们与自然-他人和当地环境之间的情欲关系。更具体地说，本文旨在讨论教育者如何利用这些非正式的科学体验（在本案例中涉及海洋哺乳动物），通过环境中的情色慷慨和现象学体验来发现自然现象的价值，并利用他们的知识和力量采取负责任的行动。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cultural Studies of Science Education Multiple-

CiteScore

3.10

自引率

0.00%

发文量

期刊介绍： Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration. This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon; publishes articles that have an explicit and appropriate connection with and immersion in cultural studies; seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy; builds new communities at the interface of currently distinct discourses; aims to be a catalyst that forges new genres of and for scholarly dissemination; provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars; publishes manuscripts that encompass all forms of scholarly activity; includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.