How teacher and students study ‘all that matters’ in high school chemistry

Costa, Victoria

doi:10.1080/0950069970190902

Cited by 14 publications

(13 citation statements)

References 8 publications

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“…The school world of these students function under the proliferation of social and economic forces that in one way or another emphasise the ideal of school science as a "passage point" (Costa 1997(Costa , p. 1019. Diverse opportunities and constraints within the same urban educational system nurture the purpose-bound objective of school science.…”

Section: Resultsmentioning

confidence: 99%

“…Routinely, science classroom activities, such as the ones reported in this study, consist of mastering the solution, through algorithmic procedures, of a set of questions. Costa (1997) contends: "Teaching students to solve problems in chemistry is not equivalent to teaching them about the nature of matter" (p. 658). If not chemistry, biology classes also impose the habit of getting the right answer, certified by the corrections made by the teacher.…”

Section: Discussionmentioning

confidence: 97%

“…This study used an interpretative design (Erickson 1986), including: a hermeneutical approach in that the resulting interpretations are supported by what was already known (Eger 1992;McRobbie and Tobin 1995); a revision of related literature in the area (Aikenhead 1996(Aikenhead , 2001Jegede 1998, 1999;Costa 1995Costa , 1997 personal experience in the field; and a continuous analysis and interpretation of the gathered information.…”

Section: Design and Methodsmentioning

confidence: 99%

“…Nevertheless, the disparity between school science and the students' worldviews has been attributed to a mismatch of subcultures of science and the particular life worlds of students (Aikenhead 1996;Baker and Taylor 1995;Costa 1997;Okebukola and Jegede 1990). Currently, it is well known that most non-Western pupils, as well as Western ones, respond by employing avoidance strategies when forced to operate in foreign frameworks.…”

Section: Theoretical Frameworkmentioning

confidence: 95%

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Between Local Culture and School Science: The Case of Provincial and Urban Students from Eastern Colombia

Medina-Jerez

2007

Res Sci Educ

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A lack of congruency between the teaching and learning of science and the student's personal worlds has long been recognised by the international science education community as an issue deserving space in the research agenda. The purpose of this study was to explore the diversity of student reactions when subcultures such as family, community peers, and personal worldviews are considered along side the subculture of school science. Two-hundred and fifty students from urban and provincial schools in the northeastern region of Colombia (South America) participated. From this group, 18 students were interviewed. It was observed that students adopt a compartmentalisation of knowledge that is evident as both an avoiding strategy in the classroom and as a mechanism to differentiate between the natural world of their everyday situations and the one portrayed by a Westernised science instruction in the classroom. The findings reflect how multiple worldviews correlate with student frameworks as implanted by school science.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 97%

Section: Design and Methodsmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 95%

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Between Local Culture and School Science: The Case of Provincial and Urban Students from Eastern Colombia

Medina-Jerez

2007

Res Sci Educ

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“…An advantage of the sociocultural approach to STSE education lies in its potential to make science more accessible to a greater population of students (Costa, 1999; Hodson, 1993; Jegede & Aikenhead, 1999). If properly enacted, it can do much to address the inequitable treatment of alternative knowledge systems and arrest the continuing erosion of non‐Western cultures.…”

Section: Six Stse Currentsmentioning

confidence: 99%

Currents in STSE education: Mapping a complex field, 40 years on

2011

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It has been 40 years since science, technology, society, and environment (STSE) education first appeared in science education research and practice. Although supported among many educators worldwide, there is much confusion surrounding the STSE slogan. Widely differing discourses on STSE education and diverse ways of practicing, have led to an array of distinct pedagogical approaches, programs, and methods. We are left wondering how we might orient ourselves amid such a diversity of propositions. What does STSE look like in practice? What ideological orientations underpin its practice? In this paper, we review the research literature and educational practices in STSE education to (1) map out a typology of STSE education in the form of currents and (2) provide a heuristic that educators can use for critical analysis of discourses and practices in the field. We identify, explore, and critique six currents in STSE education: application/design, historical, logical reasoning, value-centered, sociocultural, and socio-ecojustice currents. We suggest that these currents may serve as a didactic tool for others, a framework that will assist educators in informing their own theoretical understandings, choices, and practices in the context of STSE education.

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Towards a Cultural View on Quality Science Teaching

Aikenhead

2011

The Professional Knowledge Base of Science Teaching

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How teacher and students study ‘all that matters’ in high school chemistry

Cited by 14 publications

References 8 publications

Between Local Culture and School Science: The Case of Provincial and Urban Students from Eastern Colombia

Between Local Culture and School Science: The Case of Provincial and Urban Students from Eastern Colombia

Currents in STSE education: Mapping a complex field, 40 years on

Towards a Cultural View on Quality Science Teaching

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