Studying Collisions: Social Justice in Physics

Autor/inn/en	Ross, Donna L.; Grant, Maria
Titel	Studying Collisions: Social Justice in Physics
Quelle	In: Science Teacher, 89 (2022) 4, S.46-52 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Physics; Science Instruction; Teaching Methods; Urban Schools; High School Students; Science Projects; Lesson Plans; Sex Fairness; Community Needs; Engineering Education; Design; Construction (Process); Teamwork; Diversity; Student Diversity; Standards; Social Justice; Reciprocal Teaching; Integrated Learning Systems; Computer Mediated Communication; Concept Mapping; Disproportionate Representation; Minority Group Students; California + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Science; Project; Wissenschaft; Projekt; Lesson planning; Unterrichtsplanung; Sexualaufklärung; Ingenieurausbildung; Aufbau; Konstruktion; Standard; Soziale Gerechtigkeit; Computerkonferenz; Concept Map; Kalifornien
Abstract	Science is a human endeavor; the way it is taught, applied, and in some cases exclude populations from having access to it, may affect people for generations (NGSS Lead States 2013). Science education continues to be a complex civil rights issue (Tate 2001), but there is hope. Movements to promote just, equitable, and inclusive opportunities to learn within the context of community, identity, and action are being developed and implemented in classrooms across the country. This article describes lessons planned with a lens on gender equity, community needs, and engineering for a diverse population. It sits within a larger framework of physics knowledge for social justice and community applications. Before beginning a modeling, design, and construction project, students at an urban high school in southern California considered the implications of who participates on the design team for a science project. The following questions framed the exploration: (1) How does the perspective of the design team affect the product outcome?; (2) Who should be selected for a design team?; and (3) How to communicate the need for a diverse design team to the larger community? The focus of this article is on the ways in which the authors helped their diverse population of students feel capable and welcome, and to understand why they belong in physics when traditionally there have been so few physicists to whom they can relate. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01