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The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
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科学と並行して先住民族の知識を教える

Amanda Black1,2, Jason M Tylianakis2,3

  • 1Faulty of Agriculture and Life Sciences, Lincoln University, Lincoln, New Zealand.

Science (New York, N.Y.)
|February 8, 2024
PubMed
まとめ
この要約は機械生成です。

伝統的な科学と並行して 教室で先住民族の知識を教えるのは 証拠に裏付けられています 多様な知識システムを統合することで,すべての生徒の教育方法が向上します.

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科学分野:

  • 教育
  • 原住民の研究
  • カリキュラム開発

背景:

  • 伝統的な科学教育モデルでは 知識の多様性が無視されています
  • 主流のカリキュラムに先住民族の知識を 統合する価値が認識されつつあります
  • 教育政策では,文化に敏感な教育法をますます探求しています.

研究 の 目的:

  • 科学教育に先住民族の知識を取り入れることを支持する既存の証拠をレビューする.
  • 双文化的な科学教育方法の利点を強調する
  • 原住民の視点を含むカリキュラム改革の根拠を提供すること.

主な方法:

  • 科学教育における先住民の知識に関する研究の体系的な文献レビュー.
  • 統合の成功例を分析する
  • 質的・量的な研究成果の統合

主要な成果:

  • 科学と並行して先住民族の知識を教えると 学生の関わりが向上する という証拠があります
  • 統合は科学的概念の より包括的な理解を促します
  • 教室での文化的な関連性や 包摂性を促進します

結論:

  • 科学教室に先住民族の知識を 組み込むことは 教育的に健全で有益です
  • 教育機関は,多様な知識システムを反映したカリキュラムを採用することを検討すべきである.
  • さらなる研究により,異なる文化背景での実施のベストプラクティスを探すことができます.