This essay offers numerous ideas on how to integrate science and history into classroom pedagogy in a way that acknowledges the contributions of women and other groups underrepresented in science by highlighting the cultural and political contexts in which science developed rather than by adding token individuals to a history of science still largely defined by the achievements of a few great men. It details how students in a General Education class co-taught by a botanist and a historian of science at the Evergreen State College not only gained skills in field botany and vegetation analysis but also became more informed about how modern scientific disciplines took shape. Recognizing that race, class, and gender have played a role in how science developed, the students’ understanding of the complicated legacy of scientific inquiry gave them tools to be more rigorous in their thinking about scientific practice. This interdisciplinary approach, so crucial in fostering inclusivity in scientific disciplines, also promoted a deeper engagement with historical inquiry.

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植物学和历史联合教学：更具包容性课程的跨学科模式

这篇文章提供了许多关于如何将科学和历史融入课堂教学的想法，通过强调科学发展的文化和政治背景，而不是通过将象征性的个人添加到历史中来承认女性和其他在科学中代表性不足的群体的贡献科学仍然主要由少数伟人的成就来定义。它详细介绍了在常青州立学院由植物学家和科学史学家共同教授的通识教育课程中的学生如何不仅获得了野外植物学和植被分析方面的技能，而且还更加了解现代科学学科是如何形成的。认识到种族、阶级和性别在科学发展过程中发挥了作用，学生对科学探究的复杂遗产的理解为他们提供了更严谨地思考科学实践的工具。这种跨学科的方法对于促进科学学科的包容性至关重要，也促进了对历史探究的更深入参与。