A New Metaphor for Teaching: Science Teacher as Anthropologist.

N

9

Anthropology; Concept Formation; Constructivism (Learning); Elementary Secondary Education; Metacognition; Science Curriculum; Science Instruction; Science Teachers; Scientists

This paper addresses problems inherent in traditional science teaching and argues that the pitfalls of assimilation and exclusion can be avoided by adopting an anthropological approach: regarding scientists as a sub-cultural group with its own language and ways of thinking about, investigating, and explaining phenomena and events, its distinctive methods for generating new knowledge and solving problems, its tradition, history, set of conventions, and underlying values. Students learn why scientists think and act in these ways, and how they differ from or resemble the practices and traditions of other sub cultural groups. The other element in this approach to science education is the self conscious metacognitive dimension: students knowing that this is what they are doing. More crucially, knowing which aspects to access for particular kinds of activities and encounters, when to use science and how to use it, when to use some other way of knowing. (Contains 27 references.) (Author/YDS)

2003

ED469624