Towards a pragmatic science in schools

Segal, Gilda

doi:10.1007/bf02461322

Cited by 2 publications

(1 citation statement)

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“…Clearly, there are intersections here with the aims of sustainability science. The science education-science studies scholarship exposes the mythologized views of scientific practice recapitulated as received knowledge in school science curricula and leads to calls for more "authentic" school science experiences (for instance, Boulton & Panizzon, 1998;Cunningham & Helms, 1998;McGinn & Roth, 1999;Segal, 1997). It argues for students to be shown the messiness of scientific knowledge construction, predicated on the belief that students learn best when engaged with the practices and concepts of "real science."…”

Section: Science Studies and Science Educationmentioning

confidence: 99%

Sociocultural influences on science education: Innovation for contemporary times

Carter

2007

Science Education

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This paper reviews the significant sociocultural literatures on science studies, cultural diversity, and sustainability science to develop theoretical perspectives for science education more suitable to the challenges of contemporaneity. While the influences of science studies and cultural diversity are not uncommon within the science education literature on innovation, the difference here is the inclusion of the newer field of sustainability science. These threads are drawn are together to help formulate a view of science education that contributes to the ongoing discussion of what it could be in the 21st century. Finally, a science unit in a preservice teacher education course is then described, which aims to engage, inform, and empower beginning teachers in ways that tackle the challenges of contemporaneity. © 2007 Wiley Periodicals, Inc. Sci Ed 92:165–181, 2008

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Section: Science Studies and Science Educationmentioning

confidence: 99%