LEADER 04759oam 2200841K 450 001 9910815246303321 005 20240219151854.0 010 $a0-262-31944-6 010 $a0-262-31943-8 035 $a(CKB)2550000001180199 035 $a(EBL)3339722 035 $a(SSID)ssj0001084852 035 $a(PQKBManifestationID)11616044 035 $a(PQKBTitleCode)TC0001084852 035 $a(PQKBWorkID)11047968 035 $a(PQKB)10897450 035 $a(CaBNVSL)mat06712491 035 $a(IDAMS)0b00006481ff69e3 035 $a(IEEE)6712491 035 $a(OCoLC)868068359$z(OCoLC)867818365$z(OCoLC)898313741$z(OCoLC)961622470$z(OCoLC)962569264$z(OCoLC)978681598$z(OCoLC)978899699$z(OCoLC)990397945 035 $a(OCoLC-P)868068359 035 $a(MaCbMITP)9755 035 $a(Au-PeEL)EBL3339722 035 $a(CaPaEBR)ebr10826570 035 $a(CaONFJC)MIL560313 035 $a(OCoLC)868068359 035 $a(MiAaPQ)EBC3339722 035 $a(EXLCZ)992550000001180199 100 $a20140114d2014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aWho's asking? $eNative science, Western science, and science education /$fDouglas L. Medin and Megan Bang 210 1$aCambridge, Massachusetts :$cThe MIT Press,$d2014. 210 4$dİ2014 215 $a1 online resource (295 p.) 300 $aDescription based upon print version of record. 311 $a0-262-02662-7 311 $a1-306-29062-7 320 $aIncludes bibliographical references and index. 327 $aIntroduction: Who's asking? -- Unsettling science -- Maps, models and the unity of science -- Values everywhere within science -- Science reflects who does it -- Culture and issues in cultural research -- Psychological distance and conceptions of nature -- Distance, perspective taking, and ecological relations -- Complicating cultural models : limitations of distance -- The argument so far -- A brief history of Indian education -- Culturally-based science education : navigating multiple epistemologies -- Community-based science education : Menominee focus -- Community-based science education : AIC focus -- Partnership in community : some consequences -- Summary, conclusions, implications. 330 3 $a"The answers to scientific questions depend on who's asking, because the questions asked and the answers sought reflect the cultural values and orientations of the questioner. These values and orientations are most often those of Western science. In Who's Asking?, Douglas Medin and Megan Bang argue that despite the widely held view that science is objective, value-neutral, and acultural, scientists do not shed their cultures at the laboratory or classroom door; their practices reflect their values, belief systems, and worldviews. Medin and Bang argue further that scientist diversity -- the participation of researchers and educators with different cultural orientations -- provides new perspectives and leads to more effective science and better science education. Medin and Bang compare Native American and European American orientations toward the natural world and apply these findings to science education. The European American model, they find, sees humans as separated from nature; the Native American model sees humans as part of a natural ecosystem. Medin and Bang then report on the development of ecologically oriented and community-based science education programs on the Menominee reservation in Wisconsin and at the American Indian Center of Chicago. Medin and Bang's novel argument for scientist diversity also has important implications for questions of minority underrepresentation in science." 606 $aIndians$xScience 606 $aIndian philosophy 606 $aScience$xPhilosophy 606 $aEthnoscience 606 $aScience$xStudy and teaching 606 $aIndians$xEducation 606 $aScience$xSocial aspects 606 $aScience$xPolitical aspects 610 $aMulti-User. 610 $aCOGNITIVE SCIENCES/Psychology/Cognitive Psychology 610 $aEDUCATION/General 610 $aSCIENCE, TECHNOLOGY & SOCIETY/General 615 0$aIndians$xScience. 615 0$aIndian philosophy. 615 0$aScience$xPhilosophy. 615 0$aEthnoscience. 615 0$aScience$xStudy and teaching. 615 0$aIndians$xEducation. 615 0$aScience$xSocial aspects. 615 0$aScience$xPolitical aspects. 676 $a303.48/3 700 $aMedin$b Douglas L$0846506 701 $aBang$b Megan$f1975-$01694332 801 0$bOCoLC-P 801 1$bOCoLC-P 906 $aBOOK 912 $a9910815246303321 996 $aWho's asking$94072817 997 $aUNINA