Daniel R Pimentel
Dados Biográficos
| ID | 4628005 |
|---|---|
| NOME | Daniel R Pimentel |
| PRENOMES | Daniel R |
| SOBRENOME | Pimentel |
| ASSINATURA | PIMENTEL D R |
| AFILIAÇÕES | Stanford University |
| ORCID | 0000-0001-9700-8727 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 1 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Intellectual humility – an important content-transcendent goal for science education
Many arguments for learning science often emphasize content transcendent goals, such as preparing students to become ‘critical consumers’ of scientific claims. These goals are not dependent on any specific content and persist long after specific content knowledge has been forgotten. In this essay, we argue that intellectual humility (IH) should be one unifying, content-transcendent goal for science education. We begin by making the case for the i…
Learning to evaluate sources of science (mis)information on the internet
Students frequently turn to the internet for information about a range of scientific issues. However, they can find it challenging to evaluate the credibility of the information they find, which may increase their susceptibility to mis‐ and disinformation. This exploratory study reports findings from an instructional intervention designed to teach high school students to engage in scientific online reasoning (SOR), a set of competencies for evalu…
Science education in an age of misinformation
In this paper, we argue that the current science curricula are failing to educate students to be competent outsiders to science. Historically, science education has rested on two premises. The first is that it is possible for students to acquire sufficient scientific knowledge from K‐12 education to become intellectually independent. That is that science education can produce individuals capable of evaluating scientific evidence and arguments cri…
Taking data feminism to school
As the field of K‐12 data science education continues to take form, humanistic approaches to teaching and learning about data are needed. Data feminism is an approach that draws on feminist scholarship and action to humanize data and contend with the relationships between data and power. In this review paper, we draw on principles from data feminism to review 42 different educational research and design approaches that engage youth with data, man…
Exploring the Promises and Perils of Integrated STEM Through Disciplinary Practices and Epistemologies
Learning to evaluate sources of science (mis)information on the internet
Students frequently turn to the internet for information about a range of scientific issues. However, they can find it challenging to evaluate the credibility of the information they find, which may increase their susceptibility to mis‐ and disinformation. This exploratory study reports findings from an instructional intervention designed to teach high school students to engage in scientific online reasoning (SOR), a set of competencies for evalu…
Exploring the Promises and Perils of Integrated STEM Through Disciplinary Practices and Epistemologies
Taking data feminism to school
As the field of K‐12 data science education continues to take form, humanistic approaches to teaching and learning about data are needed. Data feminism is an approach that draws on feminist scholarship and action to humanize data and contend with the relationships between data and power. In this review paper, we draw on principles from data feminism to review 42 different educational research and design approaches that engage youth with data, man…
Science education in an age of misinformation
In this paper, we argue that the current science curricula are failing to educate students to be competent outsiders to science. Historically, science education has rested on two premises. The first is that it is possible for students to acquire sufficient scientific knowledge from K‐12 education to become intellectually independent. That is that science education can produce individuals capable of evaluating scientific evidence and arguments cri…
Learning to evaluate sources of science (mis)information on the internet
Students frequently turn to the internet for information about a range of scientific issues. However, they can find it challenging to evaluate the credibility of the information they find, which may increase their susceptibility to mis‐ and disinformation. This exploratory study reports findings from an instructional intervention designed to teach high school students to engage in scientific online reasoning (SOR), a set of competencies for evalu…
Intellectual humility – an important content-transcendent goal for science education
Many arguments for learning science often emphasize content transcendent goals, such as preparing students to become ‘critical consumers’ of scientific claims. These goals are not dependent on any specific content and persist long after specific content knowledge has been forgotten. In this essay, we argue that intellectual humility (IH) should be one unifying, content-transcendent goal for science education. We begin by making the case for the i…
Educational Strategies and Epistemologies (4 obras) · Science education (4 obras) · Pedagogy (3 obras) · Sociology (3 obras) · Computer Science (2 obras) · Curriculum (2 obras) · Engineering (2 obras) · Engineering ethics (2 obras) · Epistemology (2 obras) · Misinformation and Its Impacts (2 obras)