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AN ECOFEMINIST APPROACH TO TEACHING BOTANY AT THE COLLEGE LEVEL.

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Title: AN ECOFEMINIST APPROACH TO TEACHING BOTANY AT THE COLLEGE LEVEL.
Authors: MARTIN, ELAINE LUNA
Source: Education. Fall2011, Vol. 132 Issue 1, p221-232. 12p.
Subjects: Ecofeminism, Botany study & teaching, University faculty, College curriculum, Women scientists, Critical thinking, Science education (Higher), Resource exploitation, Feminists, Biology teachers, Spirituality
Abstract: Ecofeminist science pedagogy has received scant attention in the educational literature. This article presents an ecofeminism framework for the teaching of college-level botany courses. This didactic approach emphasizes women's experiences, appreciation for the accomplishments of women in science, connection to real world learning exercises, group activities, spiritual and religious connotations, and direct interaction with nature. In addition, instructional emphasis is on enhancing critical thinking skills and attitudes toward the scientific enterprise of students. Furthermore, botany appears to be the science best suitable to embrace an ecofeminist science perspective. [ABSTRACT FROM AUTHOR]
Copyright of Education is the property of Project Innovation Austin LLC and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: AN ECOFEMINIST APPROACH TO TEACHING BOTANY AT THE COLLEGE LEVEL.
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  Data: Ecofeminist science pedagogy has received scant attention in the educational literature. This article presents an ecofeminism framework for the teaching of college-level botany courses. This didactic approach emphasizes women's experiences, appreciation for the accomplishments of women in science, connection to real world learning exercises, group activities, spiritual and religious connotations, and direct interaction with nature. In addition, instructional emphasis is on enhancing critical thinking skills and attitudes toward the scientific enterprise of students. Furthermore, botany appears to be the science best suitable to embrace an ecofeminist science perspective. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education is the property of Project Innovation Austin LLC and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Ecofeminism
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      – SubjectFull: Botany study & teaching
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      – SubjectFull: University faculty
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      – SubjectFull: College curriculum
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      – SubjectFull: Feminists
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      – SubjectFull: Biology teachers
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              Text: Fall2011
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