4.5 Article

Flipping the Thinking on Equality, Diversity, and Inclusion. Why EDI Is Essential for the Development and Progression of the Chemical Sciences: A Case Study Approach

期刊

JOURNAL OF CHEMICAL EDUCATION
卷 100, 期 11, 页码 4279-4286

出版社

AMER CHEMICAL SOC
DOI: 10.1021/acs.jchemed.3c00364

关键词

Elementary/Middle School Science; High School; First-Year Undergraduate; Second-Year Undergraduate; Upper-Division Undergraduate; Graduate Education; Curriculum/Outreach; Analogies/Transfer; Inclusion

向作者/读者索取更多资源

This paper explores how interactions with diverse groups in the Chemical Sciences field, including visually impaired adults, Australian First Peoples, primary school learners, and South African communities, have altered perspectives on both teaching and research. The case studies demonstrate the immense value these diverse groups bring to our understanding about how to learn, as well as their contributions to new perspectives on solving chemical problems.
All learners have a contribution to make to the development of the Chemical Sciences, be that in novel ways to teach, and their perspectives and contexts, but also in research, both in chemical education and the wider Chemical Sciences. Through four case studies, this paper explores interactions with diverse groups and how this has altered perspectives on both teaching and research. The case studies include work with visually impaired adults, a project bringing together First Peoples in Australia with academics to explore old ways (traditional science) and new ways (modern approaches), primary (elementary) school perspectives on teaching science, and a project in South Africa to connect university and township communities. Not only do these case studies demonstrate the immense value these diverse groups bring to our understanding about how to learn, but they also bring new perspectives on how to view and solve chemical problems.

作者

我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。

评论

主要评分

4.5
评分不足

次要评分

新颖性
-
重要性
-
科学严谨性
-
评价这篇论文

推荐

暂无数据
暂无数据