物理学语境下的神经酷儿素养：关于使用神经酷儿素养框架改变物理课堂的讨论
Neuroqueer Literacies in a Physics Context: A Discussion on Changing the Physics Classroom Using a Neuroqueer Literacy Framework
AI总结：
本文探讨了神经多样性对物理教育的影响，指出传统评估方式边缘化了神经发散学生，并基于神经酷儿素养框架提出了神经包容性物理教学法的建议。
摘要：
神经多样性，这一从将认知差异病理化转向庆祝认知多样性的范式转变，在教育语境下对教育工作者如何构建课程以及如何发展包容性和响应性教学法具有重要意义，我们在本文中对此进行了讨论。神经发散意味着拥有非规范性的思考、感知和行为方式。因此，神经发散者学习和表现其对物理学的理解方式与神经典型者不同。Kleekamp和Smilges提醒我们注意，教育工作者在评估学生能力时是以规范性方式进行的。也就是说，教育工作者偏重特定（非残障）的理解展示方式，而将以不同方式解决问题的学生边缘化。通过使用Kleekamp和Smilges的神经酷儿素养框架，并应用McDermott关于神经发散物理学习与表现的观点，我们为神经包容性物理教学法提供了建议。本研究由美国国家科学基金会（#2411711）资助。
英文摘要：
Neurodiversity, the paradigm shift away from a pathologization of cognitive difference and towards a celebration of cognitive diversity, in an educational context has important implications on how educators structure their classes and on how they develop inclusive and responsive pedagogies, which we discuss in this article. Being neurodivergent means having non-normative ways of thinking, sensing, and behaving. Because of this, neurodivergent people learn and perform their understanding of physics differently than neurotypical people. Kleekamp and Smilges call to our attention that when educators assess student competence, educators do so in a normative way. That is to say, educators privilege specific (non-disabled) ways of demonstrating understanding while pushing students who problem solve differently to the margins. By using a neuroqueer literacy framework from Kleekamp and Smilges and applying ideas on neurodivergent physics learning and performance from McDermott, we provide recommendations for neuro-inclusive physics pedagogy. This research is funded by the National Science Foundation (#2411711)
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
