Science education in a world in crisis: contributions from the South to a defense of a cultural–historical approach in science teaching

Moura, Cristiano B.; Alsop, Steve; Camel, Tânia de Oliveira; Guerra, Andréia

doi:10.1007/s11422-022-10129-0

Cited by 7 publications

(5 citation statements)

References 48 publications

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“…Recent scholarship argues for a "revised understanding" of scienti c history, one that recognizes the varied experiences and contributions that have in uenced science over time. This new perspective highlights the narratives of historically marginalized individuals, providing a more comprehensive and inclusive portrayal of scienti c advancements [3].…”

Section: Literature Reviewmentioning

confidence: 96%

The Impact of Including Diverse Historical Narratives in Science Education on Student Engagement and Learning Outcomes: A Mixed-Methods Study

2024

Preprint

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This study examines how incorporating diverse historical narratives into science education affects student engagement and perceptions. The research used a mixed-methods approach, including a pre-test/post-test survey on student engagement (n = 50) and interviews/focus groups with students. The quantitative data showed a significant increase in student interest in the science topic after exposure to the narratives. Qualitative analysis revealed two main themes: (1) a newfound interest in specific scientific fields due to the historical context, and (2) an appreciation for the diverse perspectives that contribute to scientific progress. To illustrate these themes, student quotes from interviews/focus groups were strategically included. These findings emphasize the potential of diverse historical narratives to ignite student interest, enhance understanding of scientific discovery as a global endeavor, and foster a more inclusive learning environment. The research provides valuable insights for science curriculum development, teacher training, and promoting social justice in science classrooms.

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Section: Literature Reviewmentioning

confidence: 96%

The Impact of Including Diverse Historical Narratives in Science Education on Student Engagement and Learning Outcomes: A Mixed-Methods Study

2024

Preprint

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“…There have been some attempts to expand the notion of science and science education to address social, cultural and economic realities and inequities. But we will argue that these efforts are mostly limited and inequities remain at multiple levels such as the lack of culturally relevant curriculum and instruction (Moura et al, 2023; Tovar-Gálvez, 2023; Robbins & Cipollone, 2023) and inadequate access to material resources by education researchers in the global South (Hassan et al, 2022). In many resource- scarce contexts, science curriculum materials are the main guide or the lens for classroom instruction suggesting a greater need for paying attention to the science curriculum (Barton, 2001; Boakye, 2015).…”

Section: Why Focus On the Science Curriculum?mentioning

confidence: 99%

Climate Change Education, Globalisation and the Nation State: A Commentary on Ghana’s Science Curriculum

Asante,

Yalley,

Amissah

2024

Aust. J. environ. educ.

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In this paper, we offer a commentary on the climate change content in Ghana’s primary and junior high school science curriculum. Since 2019, the government of Ghana has mandated climate change education at multiple levels of the school system. However, there is very little analysis of these curricula. This paper fills an important gap by critically reviewing the climate change content in the science curriculum in a country with a complex and tenuous past regarding capitalist and colonialist expansion and exploitation. We note that while the curriculum attends to technical details of greenhouse gas emissions and climate impacts, it elides the larger global context that has led to the rise in carbon emissions and anthropogenic climate change. We make the case for a climate change curriculum that integrates culture, language and histories, and tackles the complexities of globalisation.

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“…Furthermore, several empirical studies have used Freire's perspective as an analytical lens, e.g., to understand science teachers’ dialogic teaching practices (da Cunha, 2011), dealing with cultural diversity (Peñaloza et al, 2023), or identity development (Flake, 2023), or interaction processes between students (Hennessy Elliott et al, 2023; Patterson, 2019). Finally, writing in dialogue has been taken up as a form of academic writing in science education (Cheuk & Morales‐Doyle, 2022; Moura & Guerra, 2023).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education

Rüschenpöhler

2024

Science Education

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This paper presents a literature review of science teaching approaches that seek to support equity in science classrooms, focusing on marginalization based on (i) race/ethnicity, (ii) social class/socioeconomic background, and (iii) religion. Considered were approaches that science teachers can use in science classes in secondary schools. They were analyzed and discussed against the backdrop of critical pedagogy by Paulo Freire and the educational theory by Hannah Arendt, which constitutes a novelty in science education research. The review used meta interpretation combined with systematic searches in the ERIC database. It is, thus, limited to works published in English. A total of 930 articles (2013–2021) were identified out of which 64 were fully analyzed. The analysis shows that most approaches strive to provide more equal access to the existing science knowledge and structures of the community. This corresponds to the introduction to the “old world” in a conservative interpretation of Arendt's term. I argue that in addition, it is necessary to employ a more radical interpretation of the “old world” as fundamentally plural which is done in translanguaging and grappling with racism. Further, the transformative nature of science education needs to be strengthened in terms of Freire's critical pedagogy and Arendt's concept of natality. This means allowing students to become aware of oppressive structures to induce change. Only youth participatory science, youth participatory action research, and grappling with racism explicitly aim for this. This shows that nuanced perspectives on equity in science education are needed.

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Science education in a world in crisis: contributions from the South to a defense of a cultural–historical approach in science teaching

Cited by 7 publications

References 48 publications

The Impact of Including Diverse Historical Narratives in Science Education on Student Engagement and Learning Outcomes: A Mixed-Methods Study

The Impact of Including Diverse Historical Narratives in Science Education on Student Engagement and Learning Outcomes: A Mixed-Methods Study

Climate Change Education, Globalisation and the Nation State: A Commentary on Ghana’s Science Curriculum

A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education

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