How to Allocate the Chemistry Curriculum Between Science and Society

Eilks, Ingo; Rauch, Franz; Ralle, Bernd; Hofstein, Avi

doi:10.1007/978-94-6209-140-5_1

Cited by 56 publications

(110 citation statements)

References 31 publications

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“…Eilks et al (2013) (based on Van Berkel (2005) and De Jong (2006)) described different basic orientations/ approaches that can be found in science curricula. Several of these were partially discussed in the section related to the historical developments of relevance in science education in this review paper.…”

Section: Studies In Science Education 19mentioning

confidence: 99%

“…These curricula mirrored (in many cases) the point of view of scientists regarding the learning of science. The curricula mainly followed a model using a 'structure-of-thediscipline' approach in order to promote a more effective learning of science facts, concepts and theories (Eilks, Rauch, Ralle, & Hofstein, 2013). In the context of this approach, basic concepts and the structure of each discipline were chosen as the focal points of the curriculum.…”

Section: The Late 1950s and Early 1960smentioning

confidence: 99%

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The meaning of ‘relevance’ in science education and its implications for the science curriculum

Stuckey

Hofstein

Mamlok‐Naaman

et al. 2013

Studies in Science Education

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377

456

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Section: Studies In Science Education 19mentioning

confidence: 99%

Section: The Late 1950s and Early 1960smentioning

confidence: 99%

The meaning of ‘relevance’ in science education and its implications for the science curriculum

Stuckey

Hofstein

Mamlok‐Naaman

et al. 2013

Studies in Science Education

Self Cite

377

456

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“…In practice, I would claim that the rationalist-objectivist focus is still common in much science teaching around the globe. It is typically characterized by a predominantly transmissive view focused on content learning and the structure of the discipline (Eilks, Rauch, Ralle, and Hofstein 2013). In the science education literature it has been quite rare with publications that thoroughly discuss science education in relation to critical pedagogy and/or transformative learning (one exception is: Carter, Rodriguez, and Jones 2014).…”

Section: Science Teachers' Educational Philosophies and Different Vismentioning

confidence: 99%

“…Eilks, Rauch, Ralle, and Hofstein (2013) have described a range of curriculum approaches in chemistry education from fundamental (disciplinary-oriented), via context-based and CTS (Chemistry-Technology-Society), towards SSI and sustainability driven curricula. Similarly, Erminia Pedretti and Joanne Nazir (2011) have discussed different orientations of STSE education-from application-oriented to sociocultural-oriented to socio-ecojustice-oriented.…”

Section: Effects On the Praxis Of Science Educationmentioning

confidence: 99%

Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung

Sjöström

2017

Cult Stud of Sci Educ

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This forum article contributes to the understanding of how science teachers' identity is related to their worldviews, cultural values and educational philosophies, and to eco-transformation of science education. Special focus is put on 'reform-minded' science teachers. The starting point is the paper Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan by Ying-Syuan Huang and Anila Asghar. It highlights several factors that can explain the difficulties of implementing "new pedagogy" in science education. One important factor is Confucian values and traditions, which seem to both hinder and support the science teachers' implementation of inquiry-based and learner-centered approaches. In this article Confucianism is compared with other learning cultures and also discussed in relation to different worldviews and educational philosophies in science education. Just like for the central/north European educational tradition called Bildung, there are various interpretations of Confucianism. However, both have subcultures (e.g. reflexive Bildung and Neo-Confucianism) with similarities that are highlighted in this article. If an "old pedagogy" in science education is related to essentialism, rationalist-objectivist focus, and a hierarchical configuration, the so called "new pedagogy" is often related to progressivism, modernism, utilitarianism, and a professional configuration. Reflexive Bildung problematizes the values associated with such a "new pedagogy" and can be described with labels such as post-positivism, reconstructionism and problematizing/critical configurations. Different educational approaches in science education, and corresponding eco-identities, are commented on in relation to transformation of educational practice.

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“…These standards and newer frameworks, suggest that the goal for school science is to educate students to experience the richness and excitement of knowing and understanding the natural world and to engage them intelligently in public discourse regarding debate matters of scientific and technological concerns. It is suggested, that chemistry should be taught to prepare students for academic careers in science and engineering, but in the same time to help them becoming informed and responsible citizens in society, e.g., when it comes to political decisions on applications of science in industry (Ware, 2001;Eilks, Rauch, Ralle, & Hofstein 2013). These future citizens will eventually appreciate how science and technology contribute to their daily life as well as to the society in which they live and operate.…”

Section: Introductionmentioning

confidence: 99%

Learning from and about Industry for Relevant Chemistry Education

Hofstein

Kesner

2015

Relevant Chemistry Education

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Applications of chemistry in, for example, industry, medicine (health), and agriculture have important and highly significant impact on the students' present and future life. That is why learning from and about issues related to industrial chemistry and related businesses has great potential contributing all the three dimensions of relevance of chemistry education, namely the individual, societal, and vocational dimensions. In this chapter it is discussed how these industrial applications of science are influenced by chemistry and how learning from and about them can affect students' attitudes, interests, and their related motivation.

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How to Allocate the Chemistry Curriculum Between Science and Society

Cited by 56 publications

References 31 publications

The meaning of ‘relevance’ in science education and its implications for the science curriculum

The meaning of ‘relevance’ in science education and its implications for the science curriculum

Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung

Learning from and about Industry for Relevant Chemistry Education

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