School science as a rite of passage: A new frame for familiar problems

Costa, Victoria

doi:10.1002/tea.3660300705

Cited by 24 publications

(7 citation statements)

References 28 publications

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“…Such values may or may not correspond with the students' worldviews, that is, their perception of reality and how that reality is known (Kilbourne 1980). Some students are enculturated into scientific worldviews (Hawkins and Pea 1987;Costa 1993) and easily assimilate scientific knowledge when the educational content harmonizes with their worldviews. For other students, science education is a challenge to their worldview (Aikenhead 1996;Cobern 1996;Kilbourne 1980;Phelan et al 1991).…”

Section: Challenged Worldviews and Students' Learningmentioning

confidence: 93%

Of Pigs and Men: Understanding Students’ Reasoning About the Use of Pigs as Donors for Xenotransplantation

Lindahl

2010

Sci & Educ

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Two important roles of education are to provide students with knowledge for their democratic participation in society and to provide knowledge for a future profession. In science education, students encounter values that may be in conflict with their worldview. Such conflicts may, for example, lead to constructive reflections as well as rejection of scientific knowledge and technology. Students' ways of reasoning are important starting points for discussing problematic issues and may be crucial for constructive dialogues in the classroom. This study investigates students' reasoning about conflicting values concerning the human-animal relationship exemplified by the use of genetically modified pigs as organ donors for xenotransplantation. Students' reasoning is analyzed using Giddens' concepts of disembedded and embedded practices in parallel with moral philosophical theories in a framework based on human-animal relationships. Thirteen students were interviewed and their stances categorized. Kantian deontological and classical utilitarian ethics were found within the patronage and the partnership models. These students appreciated expert knowledge but those using the partnership model could not accept xenotransplantation if pigs were to be killed. Students using care ethics did not appreciate expert knowledge since it threatened naturalness. The results suggest that stances against the use of scientific knowledge are more problematic than knowledge per se, and that conflicting stances have similarities that present opportunities for understanding and development of students' argumentation skills for future participation in societal discourse on utilizing expert knowledge. Furthermore it is argued that science education could benefit from a higher awareness of the presence of different morals.

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Section: Challenged Worldviews and Students' Learningmentioning

confidence: 93%

Of Pigs and Men: Understanding Students’ Reasoning About the Use of Pigs as Donors for Xenotransplantation

Lindahl

2010

Sci & Educ

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“…Our 'no assimilation' rule would not preclude us from capturing pupil interest or curiosity in science and then doing a good job at a rite-of-passage enculturation into the culture of science (Costa, 1993;Hawkins & Pea, 1987). Because the process of enculturation-producing scientists and engineers-has preoccupied the science education community (Hawkins & Pea, 1987;Contreras & Lee, 1990;Costa, 1993;Driver et ai, 1994;Pomeroy, 1994;Aikenhead, 1996), the process of enculturation is given low priority in this article, except in our exploration of collateral learning. Instead we privilege other smart kids, 'I don't know' students, and outsiders, in all cultures; pupils who conventionally have been the target of assimilation processes because their border crossings into school science have not been smooth.…”

Section: Interactive Teaching Strategiesmentioning

confidence: 94%

Transcending Cultural Borders: implications for science teaching

Jegede

Aikenhead

1999

Research in Science & Technological Education

162

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The current development towards 'science for all' in all parts of the globe necessitates that consideration be given to how pupils move between their everyday life-world and the world of school science, how pupils deal with cognitive conflicts between those two worlds, and what this means for effective teaching of science. This paper reviews a new cognitive explanation-collateral learning theory-for how pupils cope with disparate worldviews mediated by transcending cultural borders between their everyday culture and the culture of science. The assistance that most pupils receive when they attempt to negotiate these cultural borders will influence their success at science. A new pedagogy is proposed in which teachers assume a role of culture broker in the classroom to achieve culturally sensitive curriculum and assessment.

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“…6 My discussion of worldview should not mislead readers to think that this is a revision of the extensive theoretical treatment completed by Cobern (1996) and others. I recommend the following publications that use worldview in their treatment of crosscultural experiences with Eurocentric science: Allen and Crawley (1998), Erickson (1986), Costa (1993Costa ( , 1995, George (1999), Lee (1999), Lynch (1998), Phelan et al (1991), and Tsai (2001).…”

Section: Discourse Worldview and Border Crossingmentioning

confidence: 99%

Scientific discourse in the academy: A case study of an American Indian undergraduate

Brandt

2008

Science Education

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This case study explores how an American Indian woman experienced scientific discourse and the issues of language, power, and authority that occurred while she was an undergraduate student at a university in the southwestern United States. This ethnographic research, using a phenomenological perspective, describes her experiences as she searched for the discursive resources she required to cross-cultural borders between her traditional worldview and Eurocentric science. Data from interviews, participant observation, and artifacts offer a narrative of how she became aware of the "game rules" of scientific discourse. The findings are expressed in terms of a cartographic metaphor where the student's world became less of a list of categories and more of a map outlining where she ventured and the ways in which she oriented herself to scientific language. To facilitate the border crossing and reduce the obstacles that some students experience in crossing between worldviews, educators can look at cross-cultural perspectives and explore with students how language fosters or hinders their progress. This research suggests that we allow room in our pedagogy for students to learn the rules of using scientific language, make explicit the cultural norms associated with this practice, thereby promoting a "metaknowledge" of how scientific discourse functions in the academy.

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School science as a rite of passage: A new frame for familiar problems

Cited by 24 publications

References 28 publications

Of Pigs and Men: Understanding Students’ Reasoning About the Use of Pigs as Donors for Xenotransplantation

Of Pigs and Men: Understanding Students’ Reasoning About the Use of Pigs as Donors for Xenotransplantation

Transcending Cultural Borders: implications for science teaching

Scientific discourse in the academy: A case study of an American Indian undergraduate

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