Mueller / Tippins / Stewart Animals and Science Education

Ethics, Curriculum and Pedagogy
1. Auflage 2017
ISBN: 978-3-319-56375-6
Verlag: Springer Nature Switzerland
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 2, 275 Seiten

Reihe: Environmental Discourses in Science Education

This book discusses how we can inspire today's youth to engage in challenging and productive discussions around the past, present and future role of animals in science education. Animals play a large role in the sciences and science education and yet they remain one of the least visible topics in the educational literature. This book is intended to cultivate research topics, conversations, and dispositions for the ethical use of animals in science and education. This book explores the vital role of animals with/in science education, specimens, protected species, and other associated issues with regards to the role of animals in science. Topics explored include ethical, curriculum and pedagogical dimensions, involving invertebrates, engineering solutions that contribute to ecosystems, the experiences of animals under our care, aesthetic and contemplative practices alongside science, school-based ethical dialogue, nature study for promoting inquiry and sustainability, the challenge of whether animals need to be used for science whatsoever, reconceptualizing museum specimens, cultivating socioscientific issues and epistemic practice, cultural integrity and citizen science, the care and nurturance of gender-balanced curriculum choices for science education, and theoretical conversations around cultivating critical thinking skills and ethical dispositions. The diverse authors in this book take on the logic of domination and symbolic violence embodied within the scientific enterprise that has systematically subjugated animals and nature, and emboldened the anthropocentric and exploitative expressions for the future role of animals.At a time when animals are getting excluded from classrooms (too dangerous! too many allergies!  too dirty!), this book is an important counterpoint. Interacting with animals helps students develop empathy, learn to care for living things, engage with content. We need more animals in the science curriculum, not less.David Sobel, Senior Faculty, Education Department, Antioch University New England

Autoren/Hrsg.

Mueller, Michael P.

Tippins, Deborah J.

Stewart, Arthur J.

Inhaltsverzeichnis

1;Wild Awakedness and Animalistic Inquiry: Introducing a Book on the Role of Animalswith/in Science Education;6
1.1; Animals and the Ancient Greeks;6
1.2; Animals and Indigenous Epistemology: Lost Dialogues;8
1.3; Neoliberalism and the Economic Rationalization of Animals;8
1.4; Toward Wild Awakedness and Animalistic Inquiry;9
1.5; Wildly Awaked Vision of Animalistic Inquiry;9
1.6; The Nuances of This Book;11
1.7; References;13
2;Animals and Science Education;14
3;Contents;16
4;About the Editors;18
5;Chapter 1: Worm Spit: Integrating Curriculum Through a Study of Silk and the Amazing Silk Worm;20
5.1;1.1 Silk and the Silkworm in an Integrated Curriculum;22
5.2;1.2 Back in Time in a Faraway Land;22
5.3;1.3 Bombyx mori in the Classroom;24
5.4;1.4 Silk Is Big, Even Today;27
5.5; Appendix;28
5.5.1; Books and Resources for Children;28
5.5.2; Biological Supply Companies: Sources for Silkworm Eggs;28
5.5.3; Photos;29
5.6;References;30
5.6.1;Additional Resources for Further Study;31
6;Chapter 2: You Can Give a Bee Some Water, But You Can’t Make Her Drink: A Socioscientific Approach to Honey Bees in Science Education;33
6.1;2.1 What Is a Socioscientific Issues Approach to Science Education?;34
6.2;2.2 What Are Honey Bees?;34
6.3;2.3 How Did Humans Start Keeping Bees?;35
6.4;2.4 What Can Honey Bees Teach Us About Our Agricultural System?;36
6.5;2.5 Are Honey Bees Domesticated?;39
6.6;2.6 How Do Humans Control the Reproduction of Honey Bees?;40
6.7;2.7 How Do Humans Control Honey Bee Diet?;41
6.8;2.8 Are Honey Bees Invasive Species?;42
6.9;2.9 What Might an SSI Approach to Studying Bees Entail?;43
6.10;2.10 Conclusion;44
6.11;References;44
7;Chapter 3: Engineering a Solution for Managing Fish Waste;47
7.1;3.1 Fish Waste Issues;48
7.2;3.2 Fish Waste Management;49
7.2.1;3.2.1 Ocean Disposal;49
7.2.2;3.2.2 Landfill;49
7.2.3;3.2.3 Composting and Fertilizer;50
7.2.4;3.2.4 In-River Disposal;50
7.3;3.3 Hydro-powered Fish Carcass Disposal System;52
7.3.1;3.3.1 Design;53
7.3.2;3.3.2 Location;53
7.3.3;3.3.3 Size;54
7.3.4;3.3.4 Grinder;55
7.3.5;3.3.5 Environmental Concerns;55
7.3.6;3.3.6 Health and Safety;56
7.4;3.4 A Solution to Fish Waste Management;56
7.5;References;56
8;Chapter 4: Learning Science in Aquariums and on Whalewatching Boats: The Hidden Curriculum of the Deployment of Other Animals;58
8.1;4.1 Interpretation in Zoos, Aquariums, and Parks;59
8.2;4.2 The Political Deployment of Other Animals;60
8.3;4.3 The Hidden Curriculum;62
8.4;4.4 Re-thinking Animal-Focused Informal Science Education;64
8.5;References;65
9;Chapter 5: Tracing the Anthrozoological Landscape of Central Iowa: Place and Pedagogical Possibilities;68
9.1;5.1 Why Educators Should Attend to Human-Animal Relations;69
9.2;5.2 Human-Animal Relations in the Making of Place;71
9.3;5.3 Human-Animal Relations in the Construction of Place-­Based Identity;74
9.4;5.4 Inconsistencies in (Dominant) Human-Animal Relations as Potential Sites of Change;77
9.5;5.5 Human-Animal Relations, Situated Classrooms, and New Directions for Academic Inquiry;79
9.6;References;82
10;Chapter 6: Life After the Fact(ory): Pedagogy of Care at an Animal Sanctuary;86
10.1;6.1 Where Species Meet;86
10.2;6.2 Storied Lives: ‘Learning-with’ Individual Animals;88
10.3;6.3 Chapter Roadmap;89
10.4;6.4 Initial Encounters: Preparing for Multispecies Science Education;90
10.5;6.5 Entangling Species: Sanctuary Stories as Pedagogy;93
10.6;6.6 Becoming More: Attending to Evolving Relationships;94
10.7;6.7 Life After the Fact(ory): Locating Science Education at an Animal Sanctuary;97
10.8;References;99
11;Chapter 7: Ethical-Ecological Holism in Science Pedagogy: In Honor of Sea Urchins;102
11.1;7.1 The Sea Urchin: A Model Organism;103
11.2;7.2 Killing the Wonder: Three Biology Lab Narratives;105
11.3;7.3 Goethean Science: Delicate Empiricism;110
11.4;References;113
12;Chapter 8: A Story of Chicks, Science Fairs and the Ethics of Students’ Biomedical Research;115
12.1;8.1 Learning Opportunities Through Science Fairs;115
12.2;8.2 The Historical Context of Science Fairs;116
12.3;8.3 Use of Animals in STS and ISEF: Early Years;117
12.4;8.4 Rules and Guidelines: STS, ISEF, and Federal;118
12.5;8.5 An Impactful Encounter with a Student at a Science Fair;120
12.6;8.6 Animal Rights, Education, Present and Future of Science;124
12.7;8.7 Understanding a Continuum of Positions;126
12.8;8.8 Assumptions Related to the Case Narrative;128
12.9;8.9 Reflections and Implications for Science Educators;133
12.10;References;134
13;Chapter 9: Spiders, Rats, and Education;138
13.1;9.1 Sustaining Spiders and Teaching Rats;139
13.1.1;9.1.1 TheBiosphere Challenge;139
13.1.2;9.1.2 Teach a Rat;141
13.2;9.2 Moral Objections Welcomed;142
13.3;9.3 Learning Goals;145
13.3.1;9.3.1 Biosphere Challenge;145
13.3.2;9.3.2 Teach a Rat;147
13.4;9.4 5-Gallons of Powerful Learning;148
13.5;References;149
14;Chapter 10: How Technology Can Replace Animals in Lab Practices;150
14.1;10.1 Animal Testing;151
14.2;10.2 Ethics in Animal-Study Research;152
14.3;10.3 Social Awareness Against Animal Abuse;154
14.4;10.4 Animal-Free Teaching Alternatives;155
14.5;References;157
15;Chapter 11: Using Object-Based Learning to Understand Animal Evolution;160
15.1;11.1 What Are Natural History Collections?;161
15.2;11.2 Learning About Natural History Through Objects;164
15.3;11.3 Using OBL at the Grant Museum of Zoology;166
15.4;11.4 The Power of Animal Specimens in Learning Biology;170
15.5;References;171
16;Chapter 12: Death in a Jar: The Study of Life;173
16.1;12.1 Biology: The Study of Life;173
16.2;12.2 Biology: The Study of the Dead;174
16.3;12.3 Biology: The Study of the Living Dead;177
16.4;12.4 A New Covenant with Animals: Combatting Biophobia;180
16.5;References;181
17;Chapter 13: Socio-scientific Issues for Scientific Literacy – The Evolution of an Environmental Education Program with a Focus on Birds;183
17.1;13.1 Introduction;183
17.2;13.2 Research Experiences for Students Through Citizen Science;184
17.3;13.3 Andrew’s Evolution with Citizen Science and Bird Banding;185
17.4;13.4 Best Practices for Citizen Science;187
17.4.1;13.4.1 Epistemic Involvement;188
17.4.2;13.4.2 Reflection;188
17.5;13.5 Why Socio-scientific Issues?;189
17.5.1;13.5.1 SSI & Science Content Knowledge;189
17.5.2;13.5.2 SSI and the Nature of Science;190
17.5.3;13.5.3 Citizen Science Through SSI to Improve Vision II Science Literacy;190
17.6;13.6 Citizen Science SSI (CS-SSI);191
17.7;13.7 The Power of a Bird in Hand;193
17.8; Photos;195
17.9;References;197
18;Chapter 14: Hawaiian Citizen Science: Journeys of Self-­Discovery and Understanding of Scientific Concepts Through Culture and Nature Study in School Science Classes;200
18.1;14.1 Mount Ka‘ala;201
18.1.1;14.1.1 Happy Face Spider;202
18.1.2;14.1.2 Cultural Significance of Ka‘ala;203
18.1.3;14.1.3 O‘ahu Tree Snails;204
18.2;14.2 Connecting Students to Nature;204
18.2.1;14.2.1 Disconnected;205
18.3;14.3 Hawai‘i’s Advantage;206
18.4;14.4 Hawaiian Science;207
18.4.1;14.4.1 Citizen Science Projects;209
18.5;14.5 Making Connections;210
18.6;References;211
19;Chapter 15: Care-Based Citizen Science: Nurturing an Ethic of Care to Support the Preservation of Biodiversity;213
19.1;15.1 Conservation and Ecojustice;213
19.2;15.2 Citizen Science;214
19.3;15.3 Conceptualizing Care;216
19.4;15.4 Nodding’s Ethic of Care;217
19.5;15.5 Taking Relation: Situating Karrow and Fazio’s Work in an Ethic of Care;219
19.6;15.6 Recommendations for Nurturing an Ethical Care;219
19.7;15.7 Designing Care-Based Citizen Science;221
19.7.1;15.7.1 Modeling;222
19.7.2;15.7.2 Dialogue;223
19.7.3;15.7.3 Practice;224
19.7.4;15.7.4 Confirmation;225
19.8;15.8 Virtual Care-Based Citizen Science Projects;226
19.8.1;15.8.1 Citizen Science Project CondorWatch;227
19.9;15.9 Conclusion;228
19.10;References;229
20;Chapter 16: Mapping Conceptions of Wolf Hunting onto an Ecological Worldview Conceptual Framework—Hunting for a Worldview Theory;235
20.1;16.1 Taxonomies of Socio-environmental Thought;237
20.2;16.2 An Adapted Ecological Worldview Conceptual Framework;238
20.2.1;16.2.1 Ontological Axis;239
20.2.2;16.2.2 Epistemological Axis;241
20.2.3;16.2.3 Axiological Continuum;243
20.3;16.3 Dimensions of Ecological Worldviews;243
20.3.1;16.3.1 Egocentric Dimension;244
20.3.2;16.3.2 Technocentric Dimension;246
20.3.3;16.3.3 Ecocentric Dimension;247
20.3.4;16.3.4 Resiliocentric Dimension;248
20.4;16.4 Next Steps;250
20.5;16.5 A Promising Conceptual Framework for Ecological Worldviews;251
20.6;References;251
21;Chapter 17: A Framework Within Which to Determine How We Should Use Animals in Science Education;254
21.1;17.1 The Purposes of Science Education;255
21.1.1;17.1.1 What Constitutes a Flourishing Life?;255
21.1.2;17.1.2 Equipping Every Student to Help Others to Lead Personally Fulfilling Lives;256
21.1.3;17.1.3 The Possible Aims of School Science Education;257
21.2;17.2 How Should Humans Use Animals?;259
21.2.1;17.2.1 The Way Ethics Is Done;259
21.2.2;17.2.2 Is It Enough to Look at Consequences?;261
21.2.3;17.2.3 Intrinsic Rights and Wrongs;262
21.2.4;17.2.4 Virtue Ethics;264
21.2.5;17.2.5 Widening the Moral Community;264
21.3;17.3 The Use of Animals in Science Education: Some Examples;265
21.3.1;17.3.1 Dissection in Schools;266
21.3.2;17.3.2 Animals in Schools;267
21.3.3;17.3.3 What Might Student Gain by Considering How Humans Should Use Animals?;268
21.4;References;269
22;Index;271