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Multiculturalism in Science
Pamela Galus
Science




Unit created on 12/20/1999 EST.
Last modified 7/11/2000 4:38:23 PM EST.


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Fundamental Understandings (help)


Students should know that many individuals from diverse backgrounds contribute to the body of scientific knowledge.


Technology ISTE Standards (info) 


Basic operations and concepts Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. Social, ethical and human issues informed choices among technology systems, resources, and services Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. Demonstrate and advocate for legal and ethical behaviors among peers, family and community regarding the use of technology and information. Technology communication tools Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. Research tools Evaluate technology-based options, including distance and distributed education, for lifelong learning. Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. Technology problem-solving and decision-making tools Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

Information Literacy Standards (info) 


Standard 1 Accesses information efficiently and effectively, as described by the following indicators: 1.recognizes the need for information: 2.recognizes that accurate and comprehensive information is the basis for intelligent decision making; 3.formulates questions based on information needs; 4.identifies a variety of potential sources of information; 5.develops and uses successful strategies for locating information. Standard 2: Evaluates information critically and competently, as described by the following indicators: 1.determines accuracy, relevance, and comprehensiveness; 2.distinguishes among facts, point of view, and opinion; 3.identifies inaccurate and misleading information; 4.selects information appropriate to the problem or question at hand. Standard 3: Uses information effectively and creatively, as described by the following indicators: 1.organizes information for practical application; 2.integrates new information into one's own knowledge; 3.applies information in critical thinking and problem solving; 4.produces and communication information and ideas in appropriate formats. Category II: Independent Learning The student who is an independent learner is information literate and: Standard 4: Pursues information related to personal interests, as described by the following indicators: 1.seeks information related to various dimensions of personal wellbeing, such as career interests, community involvement, health matters, and recreational pursuits;

Relevance (help)


In the past, contributions of women and individuals from diverse cultural and ethnic origins were neglected in scientific literature. All people have always contributed to science significantly.

Assessment (help)


Students will produce a computer printouts from their Internet search, compose a written report that summarizes their findings and share the information with the class during an oral presentation.

Components (help)


Components: 1. Students will visit a web site that lists the achievements of individuals from a minority that have contributed to science and summarize the information on 9 individuals (3 each - meteorologist, geologist, astronaut). 2. Students will search the Internet for information on an individual from a minority that has contributed to science. Students will then meet in teams to discuss findings and determine which individual to feature during an oral presentation to the class. The presentation must discuss the cultural background of the contributor and the significance of various beliefs. 3. Ellison S. Onizuka took along a few momentous on his first space flight: Kona Coffee and macadamia nuts from the Hawaiian village where he was born and raised, a Buddhist medallion given to him by his father who had instilled the values of patience, hard work and dedication to duty. Students should think about their own culture and decide what three cultural artifacts they would take with them on their first space mission. (Note: Contributions of individuals from minority cultures should not be covered solely as a separate unit but information should be included throughout the curriculum.)

URLs (help)


http://www.lib.lsu.edu/lib/chem/display/alphabetic.html
http://lkwdpl.org/schools/womhis.htm
http://www.sacnas.ort/bio/submenu.html/

Workforce Competencies (info) (help)


Standard Title: INFORMATION MANAGERS (3.1) Students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment. Standard Title: EFFECTIVE COMMUNICATORS (3.2) Students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs. Standard Title: NUMERIC PROBLEM SOLVERS (3.3) Students use numeric operations and concepts to describe, analyze, disaggregate, communicate, and synthesize numeric data, and to identify and solve problems. Standard Title: CREATIVE AND CRITICAL THINKERS (3.4) Students use creative thinking skills to generate new ideas, make the best decisions, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning. Standard Title: ETHICAL AND RESPONSIBLE WORKERS (3.5) Students display responsibility, self-esteem, sociability, self-management, integrity, and healthy decision-making. Standard Title: RESOURCE MANAGERS (3.6) Students appropriately allocate time, money, materials, and other resources. Standard Title: SYSTEMS MANAGERS (3.7) Students integrate their knowledge and understanding of how social, organizational, informational, and technological systems work with their abilities to analyze trends, design and improve systems, and use and maintain appropriate technology. Standard Title: COOPERATIVE WORKERS (3.8) Students work cooperatively to successfully complete a project or activity. Standard Title: EFFECTIVE LEADERS (3.9) Students establish credibility with their colleagues through competence and integrity, and help their peers achieve their goals by communicating their feelings and ideas to justify or successfully negotiate a position, which advances goal attainment. Standard Title: CULTURALLY SENSITIVE LEADERS (3.10) Students appreciate their own culture and the cultures of others, understand the concerns and perspectives of members of other ethnic and gender groups, reject the stereotype of themselves and others, and seek out and utilize the views of persons from diverse ethnic, social and educational backgrounds. Standard Title: INVOLVEMENT OF FAMILIES (3.11) Families will share the responsibility of accomplishing the standards set in Goal 3 throughout a studentís education from preschool through 12th grade.
Lessons


Cultural Conflict
Minority Contributors
Minority Biographies





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Career Connection to Teaching with Technology
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