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Wolstenholme G 《New scientist (1971)》1979,82(1148):1037-1038
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In this issue of Cultural Studies of Science Education, Mack and colleagues (Mack et al. 2011) seek to identify the necessary components of science education in Indigenous settings. Using a review of current research
in informal science education in Indigenous settings, along with personal interviews with American educators engaged in these
programs, the authors suggest some effective practices to use Indigenous ways of knowing to strengthen science programming.
For the past 4 years, we have been interested in the importance of place in culturally relevant science education. We have
explored the role of place and have used Gruenewald’s critical pedagogy of place (2003) to examine the importance of place in a variety of Indigenous contexts. In response to Mack and colleagues, in this paper
we explore the importance of place as a means to reinhabituate Indigenous youth who live in urban, First Nation, and rural
Costa Rican contexts. 相似文献
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Findlater GS Kristmundsdottir F Parson SH Gillingwater TH 《Anatomical sciences education》2012,5(2):114-121
The ability to deliver sufficient core anatomical knowledge and understanding to medical students with limited time and resources remains a major challenge for anatomy educators. Here, we report the results of switching from a primarily didactic method of teaching to supported self-directed learning for students studying anatomy as part of undergraduate medicine at the University of Edinburgh. The supported self-directed approach we have developed makes use of an integrated range of resources, including formal lectures and practical sessions (incorporating gross anatomy specimens, medical imaging technologies, anatomical models, clinical scenarios, and surface anatomy workstations). In practical sessions, students are provided with a custom-made workbook that guides them through each session, with academic staff, postgraduate tutors, and near-peer teaching assistants present to deal with misunderstandings and explain more complicated topics. This approach retains many of the best attributes of didactic teaching but blends them with the advantages associated with self-directed learning approaches. The switch to supported self-directed learning-initially introduced in 2005-resulted in a significant improvement in anatomy examination scores over the subsequent period of five years, manifesting as an increase in the average anatomy practical spot examination mark, less students failing to obtain the pass mark and more students passing with distinction. We conclude that the introduction of supported self-directed learning improved students' engagement, leading to deeper learning and better understanding and knowledge of anatomy. 相似文献
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