Globalisation and science education: Rethinking science education reforms

Abstract

Like Lemke (J Res Sci Teach 38:296-316, 2001), I believe that science education has not looked enough at the impact of the changing theoretical and global landscape by which it is produced and shaped. Lemke makes a sound argument for science education to look beyond its own discourses toward those like cultural studies and politics, and to which I would add globalisation theory and relevant educational studies. Hence, in this study I draw together a range of investigations to argue that globalisation is indeed implicated in the discourses of science education, even if it remains underacknowledged and undertheorized. Establishing this relationship is important because it provides different frames of reference from which to investigate many of science education's current concerns, including those new forces that now have a direct impact on science classrooms. For example, one important question to investigate is the degree to which current science education improvement discourses are the consequences of quality research into science teaching and learning, or represent national and local responses to global economic restructuring and the imperatives of the supranational institutions that are largely beyond the control of science education. Developing globalisation as a theoretical construct to help formulate new questions and methods to examine these questions can provide science education with opportunities to expand the conceptual and analytical frameworks of much of its present and future scholarship. ß 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: [561][562][563][564][565][566][567][568][569][570][571][572][573][574][575][576][577][578][579][580] 2005

Climate Change? Who Knows? A Comparison of Secondary Students and Pre-service Teachers

“…He states several reasons for this, including "…environmental degradation has been the 'collateral damage' of the progress of science and technology; educators need to acknowledge at least the intellectual responsibility (but not necessarily culpability) and refuse to participate in 'business as usual'" (p.36). Over the years, science curriculum planning has been influenced by various imperatives including the need for ecological sustainability (Carter, 2005), also one of the drivers of "Greening of the tertiary curriculum" movement (Junyent & Ciurana, 2008). The nexus between science and education for sustainability is therefore evident.…”

Reconceptualising inquiry in science education

“…Supporters claim that it page 4 of 14 deepens students understanding of the Nature of Science (NoS), develops critical and higher order thinking skills, and promotes autonomous learning (Kaberman and Dori, 2009;Carter 2008). …”

“…Of great importance is that the 3D model places the student as an agent within the inquiry process and therefore, should have greater opportunity for encouraging a more positive attitude to science and personal growth (Guay, et al, 2008). Student ownership of their learning is strongly advocated among those who favour inquiry approaches to school science and is seen as crucial to developing a sense of page 11 of 14 value of science and positive dispositions towards scientific study and careers (Sadeh and Zion, 2009;Kaberman and Dori, 2008;Carter 2008). In emphasising motivation, contained in dimension three of our model, we would argue that opportunities for encouraging student ownership of their learning are greatly enhanced.…”

A place for alternative readings: Can they be of use? Responding to comments on “Thinking differently about cultural diversity: Using postcolonial theory to (Re)read science education”

“…We are at the very beginning of the process of thinking and acting differently about the type of science education required for the globalized and postcolonial world of the 21st century (see also Carter, 2005). And there is a great deal of work to be done.…”