Practical resources for critical science education in rural Appalachia

Kingsolver, Ann E.

doi:10.1007/s11422-016-9755-3

Cited by 7 publications

(5 citation statements)

References 9 publications

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“…In addition to writing, engaging in a context through a lens of place requires an understanding of the historical, sociocultural, political, ecological, and economic aspects of a community. As Kingsolver (2017) suggested, it is important to consider what it means to be rural in a specific place. What it means to be rural in one place is not the same as what it means to be rural in another.…”

Section: Understand Self and Context Rooted In Placementioning

confidence: 99%

A Conceptual Model for Engineering Educators in Rural Places: Critical Reflection and Engagement

Schilling,

Grohs

2024

Studies in Engineering Education

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Rural educational contexts often go under addressed in engineering education research and practice. Given the specific nuances associated with rural places and contexts, engineering education outreach should be better aligned with ongoing efforts to recognize and engage students' assets in education. This paper introduces a conceptual model that proposes tenets, or considerations, for engineering engagement in rural places. The tenets include: understand self and context rooted in a place; seek to (re)contextualize curriculum; encourage students' assets and other ways of knowing, and engage critically and hopefully. The tenets of this paper are grounded in literature from rural education, P-12 engineering education, asset-based education, and literature pertaining to the rural Appalachian context and spatial justice. Each tenet section presents some of this literature as well as questions for individual reflection to further engage with the tenets. The conceptual model presented in this provides a framework for ongoing reflection on the importance of place and how place can inform engineering education outreach and engagement. Though this paper focuses on rural contexts, the tenets used to organize the model and the associated reflection questions could prove useful to work in various contexts (e.g. suburban, urban). Ultimately, this paper encourages the recognition of how geographies impact communities and how to engage with place in P-12 engineering education settings.

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Section: Understand Self and Context Rooted In Placementioning

confidence: 99%

A Conceptual Model for Engineering Educators in Rural Places: Critical Reflection and Engagement

Schilling,

Grohs

2024

Studies in Engineering Education

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“…Avery e Hains (2016), Stapleton (2016) e Abrams e Middleton (2016) hibridizam o ensino de ciências e a diversidade cultural através da voz que defende a valorização e a utilização das linguagens e tradições orais locais em consonância com as práticas didáticas. A voz da diversidade cultural também aparece no enunciado de Kingsolver (2016) que defende a sua valorização para desconstrução de estereótipos e hibridiza a voz da educação em ciências e a voz de questões econômicas, políticas, geográficas, sociais e ambientais para aproximar a educação científica da realidade local. Kassam et al (2016) se voltam para a diversidade cultural e ecológica e ainda se apropriam da voz da pedagogia crítica, tecendo um discurso híbrido para desenvolver o ensino de ciências.…”

Section: A Educação Rural Nos Artigos Internacionais Da áRea De Educaunclassified

“…Em outros (CARDOSO e ARAÚJO, 2012;COSTA et al, 2014;EPPLEY, 2016;ABRAMS e MIDDLETON, 2016;KASSAM et. al, 2016;KINGSOLVER, 2016;HUFFLING et al, 2016;FORTUNATO, 2016;STAPLETON, 2016), o conhecimento local é visto como fonte de empoderamento da comunidade e o conhecimento científico vai ser selecionado de modo a contribuir para esse empoderamento.…”

Section: Discussão E Considerações Finaisunclassified

“…Outros buscam realizar o ensino de ciências a partir de alguma questão local, ou seja, os conteúdos científicos são selecionados a partir de algum problema ou questão local (ZIMMERMAN e WEIBLE, 2016 e LOWAN-TRUDEAU, 2016). Também percebemos modificações das práticas de ensino de ciências no contato com a realidade do campo/rural, seja para se adequarem a uma realidade específica (BORGERDING, 2016), para favorecer a capacidade de luta por justiça social (EPPLEY, 2016), provocar o questionamento acerca da realidade e das estruturas sociais (HUFFLING et al, 2016) ou para desconstruir estereótipos (KINGSOLVER, 2016).…”

Section: Discussão E Considerações Finaisunclassified

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Educação Do Campo Na Voz Da Pesquisa Em Educação Em Ciências

Souza

Ostermann

Rezende

2020

Ens. Pesqui. Educ. Ciênc. (Belo Horizonte)

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RESUMO: O número expressivo de cursos de licenciatura em educação do campo com ênfase em ciências da natureza, iniciados a partir de 2009 no Brasil, torna relevante a relação entre educação em ciências e educação do campo. Levantamos, na literatura nacional e internacional em educação em ciências, artigos que abordavam a educação do campo e analisamos como era construída discursivamente a aproximação com essa área. Uma análise Bakhtiniana sugeriu discursos híbridos valorizando a realidade local, mas se apropriando do conhecimento científico e/ou do ensino de diferentes maneiras: sem modificação de conteúdos pré-selecionados; com seleção de conteúdos a partir de problemas locais; e com modificações das práticas de ensino. Consideramos os últimos grupos adequados ao que conceituamos como educação científica do campo.

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“…Jean Jacques Rousseau, one of the three swordsmen of the French Western Enlightenment, opposed dogmatic teaching in the 18th century, emphasizing inspiration and guidance, and giving priority to the combination of theory and practice [1]. The naturalistic educational thought he put forward in the classic work "Emile" has become a classic in the history of scholastic philosophy.…”

Section: Combination Of Theory and Practicementioning

confidence: 99%

Research on the Reform of Rural Field Practice Teaching in Colleges and Universities of Inner Mongolia

Sheng¹

2020

Proceedings of the International Conference on Modern Educational Technology and Innovation and Entrepreneurship (ICMETIE 2020)

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Cultivating high-quality talents required by the strategy of rural revitalization is an important goal in the development of rural areas. From the perspective of rural field practice teaching reform, this paper proposes the teaching concept of "combination of teaching and research, theory and practice, and foundation and specialty"; through "linked teaching programs, interactive teaching methods, perfect teaching system, shared The reform ideas of "teaching resources" are designed from the perspectives of "agricultural economy, rural development, land resource management, agricultural extension, and agricultural industrialization".

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Practical resources for critical science education in rural Appalachia

Cited by 7 publications

References 9 publications

A Conceptual Model for Engineering Educators in Rural Places: Critical Reflection and Engagement

A Conceptual Model for Engineering Educators in Rural Places: Critical Reflection and Engagement

Educação Do Campo Na Voz Da Pesquisa Em Educação Em Ciências

Research on the Reform of Rural Field Practice Teaching in Colleges and Universities of Inner Mongolia

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