TY  - GEN
N2  - "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."
AB  - "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."
T1  - Who's asking? :Native science, Western science, and science education /
AU  - Medin, Douglas L.
AU  - Bang, Megan,
CN  - E59.S35
ID  - 1386100
KW  - Indians
KW  - Indian philosophy.
KW  - Science
KW  - Ethnoscience.
KW  - Science
KW  - Indians
KW  - Science
KW  - Science
KW  - Multi-User.
KW  - COGNITIVE SCIENCES/Psychology/Cognitive Psychology
KW  - EDUCATION/General
KW  - SCIENCE, TECHNOLOGY & SOCIETY/General
SN  - 9780262319430
SN  - 0262319438
SN  - 1306290627
SN  - 9781306290623
TI  - Who's asking? :Native science, Western science, and science education /
LK  - https://univsouthin.idm.oclc.org/login?url=https://doi.org/10.7551/mitpress/9755.001.0001?locatt=mode:legacy
LK  - http://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
UR  - https://univsouthin.idm.oclc.org/login?url=https://doi.org/10.7551/mitpress/9755.001.0001?locatt=mode:legacy
UR  - http://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
ER  -