TY - JOUR
T1 - Doing science with fidelity to persons
T2 - 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count
AU - Krist, Christina Stina
AU - Suárez, Enrique A.
N1 - This research was funded by the National Science Foundation Grant DRL-1020316 to Northwestern University, the Gordon and Betty Moore Foundation Grant No. GBMF 3475 to Tufts University, and by the NAEd/Spencer Dissertation Fellowship Program. Any opinions, findings, conclusions, or recommendations expressed here are those of the author and do not reflect the official views of the organizations above. In addition, Krist would like to thank “Mr. M” for his tireless commitment to care for persons and ideas; and Ayush Gupta, Anita Sanyal, and the Students Doing Science group at Tufts University for conversations that made this analysis visible. Suárez would like to thank the Sunrise Public Library for hosting and supporting the out-of-school time science program for immigrant youth, as well as Yesenia, Elio, Toben, Grace, and their families for giving permission to share their stories with a broader audience.
PY - 2018
Y1 - 2018
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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M3 - Conference article
AN - SCOPUS:85053860696
SN - 1814-9316
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
IS - 2018-June
Y2 - 23 June 2018 through 27 June 2018
ER -