Schoerning’s (2018), Science Culture, Language, and Education in America: Literacy, Conflict, and Successful Outreach, addresses the issue of science classes in American schools and gives insights into pedagogical approaches to better develop and cultivate science cultures. The book is based on theories that conceptualize and explain science culture in American schools and examine power dispersion when it comes to science literacy and workforce. By the same token, this book also conceptualizes the relationship between science and religion and how both could reach a compromise. The book provides a profound and insightful explanation and analysis of science classrooms, along with the language and culture of science learning. The author makes clear how these environments operate to either further marginalize or advocate for minority groups in schools. This text is a valuable asset in a time when U.S. schools are emboldened by the detectable increase in the cultural and linguistic variance of their students. It enlightens readers, educators, and policymakers on the dynamics of the most effective science classrooms, along with valuable suggestions to be implemented in practice. The book consists of an easily comprehensible six chapters, thorough references, and an index.

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美国的科学文化，语言和教育：艾米莉·舍林（Emily Schoering）的素养，冲突和成功的外展活动。纽约，帕尔格雷夫·麦克米伦（Palgrave Macmillan），2018年.145页，ISBN 1349958131

舍恩宁（Schoerning）（2018）的《美国科学文化，语言和教育：扫盲，冲突和成功的外展活动》解决了美国学校中科学课的问题，并为更好地发展和培养科学文化的教学方法提供了见识。这本书基于一些理论，这些理论对美国学校的科学文化进行概念化和解释，并探讨了科学素养和劳动力方面的权力分散。同样，这本书还概念化了科学与宗教之间的关系以及两者如何达成妥协。该书对科学教室以及科学学习的语言和文化进行了深刻而有见地的解释和分析。作者明确指出了这些环境如何在学校中进一步边缘化或提倡少数群体。在美国学校因学生的文化和语言差异显着增加而感到鼓舞时，这段文字是宝贵的资产。它为读者，教育者和政策制定者提供了最有效的科学课堂动态的启发，以及在实践中将要实施的宝贵建议。本书由易于理解的六章，详尽的参考资料和索引组成。