This book sheds new light on the importance of Black representation in the US science curriculum from a social, cultural, cognitive, and scientific perspective.
Weaving together content, new methodologies, and science education pedagogies, it opens up new space for the meaningful inclusion of the science capital and cultural capital of Black people in the US science curricula. Drawing on ethnographic interviews with African American Gullah-Geechee and research outcomes from qualitative and quantitative research and curriculum development, it brings home the importance of attending to a sense of belonging in the K-12 science curricula toward lasting equity and inclusion. The author uses applied cognitive psychology theories as frameworks to show how perceptions about the perceived value of Black representation as a way of knowing is influenced by identity, culture, and social schemas.
Incorporating new methodologies and approaches focused on inclusion and belonging, it will appeal to scholars, researchers, upper-level and post-graduate students with interest in STEM education, race and ethnicity in education, equity, and research methods in education.
This book sheds new light on the importance of Black representation in the US science curriculum from a social, cultural, cognitive, and scientific perspective.
Part 1: The Influence of Social Schemas on Belonging, Identity, and
Meaningful Inclusion
1. Social Schemas, Identity, and Belonging
2. The
Influence of Social Schemas on Identity and Belonging in Science
3. High
School Biology Students Schema Progression Using an STS Context
4. Why
Science Pedagogy and Black Representation Matters? Part 2: Including the
Lived experiences and Narratives of Black heritage in Science as a Way of
Knowing.
5. Including the Lived Experiences and Narratives of Black heritage:
Multifaceted Methods, Ideas, and Considerations
6. Food Pathways of the
African Diaspora: Science Standards and Science Content
7. Preservice
Teachers Views of the Nature of Science and Lesson Implementations:
Implications for the Sociocultural Embeddedness of Science
8. Topics for
Inclusion of Black Narratives into Science Concepts Part 3: Science
Pedagogies and Considerations for Other Ways of Knowing in Science
9.
Argumentation as a Schema-Based Science Pedagogy for Inclusive Content
10.
Connecting Learning With The Material World Through Object, Place, and Play
11. African Rock Art Image Analysis
12. Representation and The Economic
Pipeline
Catherine L. Quinlan received her training in science education at Teachers College, Columbia University and her first academic appointment at Howard University. She is currently Associate Professor of Science Education at Howard University.
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