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Evidence-Based Inquiries in Ethno-STEM Research - Investigations in Knowledge Systems Across Disciplines and Transcultural Settings (Hardcover) Loot Price: R2,918
Discovery Miles 29 180
Evidence-Based Inquiries in Ethno-STEM Research - Investigations in Knowledge Systems Across Disciplines and Transcultural...

Evidence-Based Inquiries in Ethno-STEM Research - Investigations in Knowledge Systems Across Disciplines and Transcultural Settings (Hardcover)

Iman C Chahine, Josef de Beer

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Loot Price R2,918 Discovery Miles 29 180 | Repayment Terms: R273 pm x 12*

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The purpose of the edited volume is to provide an international lens to examine evidence-based investigations in Ethno-STEM research: Ethno-science, Ethno-technology, Ethno-engineering, and Ethno-mathematics. These themes grew out of multi-national, multi-institutional and multi-disciplinary efforts to preserve as well as epitomize the role that Indigenous Knowledge Systems (IKS) play in cognitive development and its vital contributions to successful and meaningful learning in conventional and non-conventional contexts. Principled by the Embodied, Situated, and Distributed Cognition (ESDC), this innovative book will provide evidence supporting the embeddedness of a thinking-in-acting model as a fundamental framework that explains and supports students' acquisition of scientific knowledge. So often 'western' science curricula are experienced as irrelevant, since it does not take cognizance of the daily experiences and world in which the learner finds himself. This book takes a socio-cultural look at IKS and applies research in neuroscience to make a case its incorporation in the STEM (Science, Technology, Engineering and Mathematics) classroom. We use the Embodied Situated Distributed Cognition (ESDC) Model as conceptual framework in this book. Although the value of IKS is often acknowledged in curriculum policy documents, teachers are most often not trained in incorporating IK in the classroom. Teachers' lack of the necessary pedagogical content knowledge (PCK) in effectively incorporating IK in their classrooms is a tremendous problem internationally. Another problem is that IK is often perceived as "pseudo-science", and scholars advocating for the incorporation of IK in the school curriculum often do not contextualize their arguments within a convincing theoretical and conceptual framework.

General

Imprint: Information Age Publishing
Country of origin: United States
Release date: October 2020
Editors: Iman C Chahine • Josef de Beer
Dimensions: 234 x 156 x 24mm (L x W x T)
Format: Hardcover - Cloth over boards
Pages: 420
ISBN-13: 978-1-64802-116-9
Categories: Books > Social sciences > Education > Teaching of a specific subject
Books > Children's & Educational > Science > General
Books > Social sciences > Psychology > Cognition & cognitive psychology > General
Books > Social sciences > Education > Organization & management of education > Curriculum planning & development
Books > Children's Fiction & Fun
LSN: 1-64802-116-6
Barcode: 9781648021169

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