Abstract
This paper builds on an emerging line of argument that STEM education should be guided by not only conceptual and epistemological goals, but also axiological ones: attention to the moral and ethical underpinnings that guide learning and participation in scientific and engineering practices. We draw specifically on Noddings’ care theory (1984, 1986), which foregrounds concern for collective well-being and growth. In particular, we explore what a caring orientation can look like in the context of doing science through two paradigmatic cases. These cases highlight how values of receptiveness, responsiveness, and relatedness shape students’ social and epistemic practice. These values challenge canonical versions of science practice and invite reflection on the moral underpinnings of learning science.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 424-431 |
| Number of pages | 8 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 1 |
| Issue number | 2018-June |
| State | Published - Jan 1 2018 |
| Event | 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: Jun 23 2018 → Jun 27 2018 |
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ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education
Cite this
Doing science with fidelity to persons : Instantiations of caring participation in science practices. / Krist, Christina; Suárez, Enrique A.
In: Proceedings of International Conference of the Learning Sciences, ICLS, Vol. 1, No. 2018-June, 01.01.2018, p. 424-431.Research output: Contribution to journal › Conference article
}
TY - JOUR
T1 - Doing science with fidelity to persons
T2 - Instantiations of caring participation in science practices
AU - Krist, Christina
AU - Suárez, Enrique A.
PY - 2018/1/1
Y1 - 2018/1/1
N2 - This paper builds on an emerging line of argument that STEM education should be guided by not only conceptual and epistemological goals, but also axiological ones: attention to the moral and ethical underpinnings that guide learning and participation in scientific and engineering practices. We draw specifically on Noddings’ care theory (1984, 1986), which foregrounds concern for collective well-being and growth. In particular, we explore what a caring orientation can look like in the context of doing science through two paradigmatic cases. These cases highlight how values of receptiveness, responsiveness, and relatedness shape students’ social and epistemic practice. These values challenge canonical versions of science practice and invite reflection on the moral underpinnings of learning science.
AB - This paper builds on an emerging line of argument that STEM education should be guided by not only conceptual and epistemological goals, but also axiological ones: attention to the moral and ethical underpinnings that guide learning and participation in scientific and engineering practices. We draw specifically on Noddings’ care theory (1984, 1986), which foregrounds concern for collective well-being and growth. In particular, we explore what a caring orientation can look like in the context of doing science through two paradigmatic cases. These cases highlight how values of receptiveness, responsiveness, and relatedness shape students’ social and epistemic practice. These values challenge canonical versions of science practice and invite reflection on the moral underpinnings of learning science.
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UR - http://www.scopus.com/inward/citedby.url?scp=85053860696&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:85053860696
VL - 1
SP - 424
EP - 431
JO - Proceedings of International Conference of the Learning Sciences, ICLS
JF - Proceedings of International Conference of the Learning Sciences, ICLS
SN - 1814-9316
IS - 2018-June
ER -