| Title |
Montague, Amanda_MED_2023 |
| Alternative Title |
Restructring Cultrual Norms in Science: An Informal Science Curriculum |
| Creator |
Montague, Amanda |
| Collection Name |
Master of Education |
| Description |
The following Master of Education thesis restructures harmful cultural norms into a new educational framework to increase access and opportunities in science. |
| Abstract |
Inequality persists in STEM fields; this thesis restructures harmful cultural norms into a new educational framework to increase access and opportunities in science. In the literature review, four harmful cultural norms were identified as well as goals to rectify the harmful structure. First, the school system creates an environment where not all students can thrive, so this curriculum is designed to be done outside of the school system. Second, science is commonly taught as a set of unquestionable facts, so this curriculum teaches the process scientists use to build scientific knowledge. Third, toxic masculinity creates roadblocks for both girls and boys, so this curriculum supports boys developing a prosocial masculine identity. Forth, the scientific brilliance of girls and women are not recognized in science environments, so this curriculum encourages participants to develop a self-affirming science identity. Additionally, an alternative way to engage in the science and engineering practices (SEPs) was developed. This project originated eight-character traits of scientists which correlate to the SEPs and teaches participants how to behave like a scientist to build scientific knowledge, they are as follows. Scientists are curious when asking questions and defining problems. Scientists are creative when developing and using models. Scientists are purposeful when planning and carrying out investigations. Scientists are clarifying when analyzing and interpreting data. Scientists are precise when using mathematics and computational thinking. Scientists are expressive when constructing explanations and designing solutions. Scientists are logical when engaging in argument from evidence. Scientists are empathetic when obtaining, evaluating, and communicating information. The result is a framework to increase diversity in science as described in a sample curriculum. The curriculum encourages participants to practice both cognitive and emotional intelligence and bridges everyday inquiry with scientific inquiry. |
| Subject |
Science--Study and teaching; Education, Secondary; Curriculum planning |
| Keywords |
science; secondary education; stem; cirriculum develpment |
| Digital Publisher |
Stewart Library, Weber State University, Ogden, Utah, United States of America |
| Date |
2023 |
| Medium |
Theses |
| Type |
Text |
| Access Extent |
63 page PDF; 685 KB |
| Language |
eng |
| Rights |
The author has granted Weber State University Archives a limited, non-exclusive, royalty-free license to reproduce their theses, in whole or in part, in electronic or paper form and to make it available to the general public at no charge. The author retains all other rights. |
| Source |
University Archives Electronic Records: Master of Education. Stewart Library, Weber State University |
| Format |
application/pdf |
| ARK |
ark:/87278/s61zh0st |
| Setname |
wsu_smt |
| ID |
114166 |
| Reference URL |
https://digital.weber.edu/ark:/87278/s61zh0st |
