Humanistic school science: Research, policy, politics and classrooms

Abstract

This article establishes a rational, feasible, and necessary conclusion to reform high school science content into an equitable experience for its wide diversity of students' selfidentities. Research indicates that 85% of graduates would not normally have enrolled in any science course unless required. Their values are more aligned with their everyday world and/or the world of the humanities, to varying degrees. The 15% had already fulfilled their science prerequisite for postsecondary science-related programs, to varying degrees. The article's conclusion rests mainly on historical and economic evidence, respectively: (1) The Sputnik crisis that instilled public fear and anxiety about the perceived technological gap between the United States and Soviet Union. This led to reforming high school science and implementing National Aeronautics and Space Administration.(2) The on-growing climate-change crisis for which the smart international money is increasingly investing in sustainable businesses and industries, which catalyze a shift in public values from the current "profit society" to a "sustainable society." The article's rationale connects the two historical events. Over the past 30 years, the nature of normal science has evolved into post-normal science.Today the public square also includes: (a) an international assessment project that receives a negative validity audit in this article; (b) a vocal small minority within the 85%, proud of their antiscience self-identities and their leaders' hostile behavior (a problem to ameliorate by a reformed

A Rising Tide Lifts All Boats? The Model of Differentiation As a Tool for Diversity in Science toward Social Inclusion

“…This version is especially difficult for students whose culture is not the majority culture because they miss many of the common reference points shared by teachers and students. 18,19 In addition, students from nondominant ethnic groups tend to have a lower academic self-concept than those who belong to the dominant group. 20 A further dimension of diversity that can prevent students from learning is giftedness.…”

The 51st reason why there are so few Māori in science

“…'School science' is a term used to refer to the simplistic versions of science knowledge that are taught in schools (Aikenhead, 2000;Duschl, 1990). Studies of school science include philosophical dimensions such as the images of science portrayed in curriculum materials such as textbooks (Ninnes & Burnett, 2001).…”

Evaluation of Humanistic Curriculum Within “Accepted” Movie

“…The literature is mostly based on curriculum evaluation. Aikenhead (2003) evaluates Canada's science curriculum in terms of humanistic philosophy. Scanlon (2006) discusses how humanistic philosophy and curriculum might be used in psychiatric nurse education in her article and she suggests using eclectic approach while developing nursing education programme.…”

“…Humanistic curriculum is an interesting subject for researchers and has been discussed at the theoretical level (Aikenhead, 2003; Scanlon, 2006). There are experimental studies related to affective development of learners in the literature (Okur, 2012; Okur-Berberoglu et al, 2013a, 2013b; Okur-Berberoglu, 2017, 2021, 2022a).…”