Perceptions About Women in Science and Engineering History
Heidi Reeder Communication Seung Youn Chyung Organizational Performance & Workplace Learning Lynn Lubamersky History Pat Pyke STEM Station Cheryl Schrader Chancellor, Missouri S&T Leslie Madsen-Brooks History Janelle Brown EXPLORE Magazine Thanks to Boise State University College of Social Sciences and Public Affairs for funding. BACKGROUND: For at least forty years, women’s history scholars have investigated who is responsible for advances in science and technology. Their findings have dismantled assumptions that have excluded women’s scientific contributions. While the role of women in the history of science has been recovered, it is uncertain whether this information has made its way into the classroom and into cultural consciousness.
Whose Knowledge? Gender, Education, Science and History
What forms of knowledge are deemed worth possessing in any period and who is allowed access to them are crucial questions for the historian of education. Science, now a core subject of study, has long been seen as ‘masculine’, especially at its highest levels, although the historical reasons for this have been somewhat neglected in education. This paper compares and analyses the interrelationships of education, gender and science at both the end of the long eighteenth century and in the early twentieth century in order to explore issues of knowledge and gender and demonstrate the use of a historical perspective * I was very pleased to be asked by the editors to submit a paper to the journal in honour of Joan Simon. I admired Joan for her scholarship, keen intellect and lifelong championship of her principles and I loved her for her warm‐hearted friendship. Joan showed much interest in my research: in particular, she liked my paper on Jane Marcet given at the History of Education conference at Cambridge in honour of Brian Simon. Some years ago she and Brian suggested that I should write a history of science and education, so I should like to dedicate this paper to her. It is based on my inaugural lecture at the University of Birmingham and on my forthcoming book on the social history of women in science, Women in Science: a Social and Cultural History (London, Routledge, 2007). 1 Inspired by Sandra Harding’s title Whose Science? Whose Knowledge? Thinking from Women’s Lives. Milton Keynes: Open University Press, 1991.
Educational innovation in Musical Language Course: responses and the overcoming of limitations
This article presents an innovative methodological proposal for the development of auditory education in the course of the Language of Music. Based on this proposal, we analyze an educational community’s response to the innovations implemented, and we identify the limitations recognized throughout the learning and teaching process, as well as the strategies developed to overcome them. To this end, we applied a qualitative methodology with the classroom-based research method. The compilation of data was carried out through participant observation, captured in the journals of the professor and researcher, interviews and analysis of documents. The research results demonstrate that patience, responsibility and perseverance in their work on behalf of the professors have been key to overcoming the limitations identified and in promoting that students enjoy and learn their class contents in meaningful ways. Recibido 05/02/2018 Aceptado: 09/03/2018