Science Education and Culture

The papers included here, have or will be, published in the journal Science & Education, the inaugural volume (1992) of which was a landmark in the history of science education publication, because it was the first journal in the field ...

Author: Fabio Bevilacqua

Publisher: Springer Science & Business Media

ISBN: 9789401007306

Category: Science

Page: 376

View: 740

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This anthology contains selected papers from the 'Science as Culture' conference held at Lake Como, and Pavia University Italy, 15-19 September 1999. The conference, attended by about 220 individuals from thirty countries, was a joint venture of the International History, Philosophy and Science Teaching Group (its fifth conference) and the History of Physics and Physics Teaching Division of the European Physical Society (its eighth conference). The magnificient Villa Olmo, on the lakeshore, provided a memorable location for the presentors of the 160 papers and the audience that discussed them. The conference was part of local celebrations of the bicentenary of Alessandro Volta's creation of the battery in 1799. Volta was born in Como in 1745, and for forty years from 1778 he was professor of experimental physics at Pavia University. The conference was fortunate to have had the generous financial support of the Italian government's Volta Bicentenary Fund, Lombardy region, Pavia University, Italian Research Council, and Kluwer Academic Publishers. The papers included here, have or will be, published in the journal Science & Education, the inaugural volume (1992) of which was a landmark in the history of science education publication, because it was the first journal in the field devoted to contributions from historical, philosophical and sociological scholarship. Clearly these 'foundational' disciplines inform numerous theoretical, curricular and pedagogical debates in science education. Contemporary Concerns The reseach promoted by the International and European Groups, and by the journal, is central to science education programmes in most areas of the world.
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Philosophy Science Education and Culture

In this book we develop an account of education that places critical inquiry at the core of education in general and science education in particular.

Author: Robert Nola

Publisher: Springer Science & Business Media

ISBN: 9781402037702

Category: Science

Page: 490

View: 325

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Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education. In this book we develop an account of education that places critical inquiry at the core of education in general and science education in particular. Since science constitutes the paradigm example of critical inquiry, we explain the nature of science, paying particular attention to scientific methodology and scientific modeling and at the same time showing their relevance in the science classroom. We defend a universalist, rationalist, and objectivist account of science against epistemological and social constructivist views, postmodernist approaches and epistemic multiculturalist accounts.
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Socio Cultural Perspectives on Science Education

The purpose of this book is to offer insightful and thought-provoking commentary on both realities. The tacit question throughout the book is `Whose interests are being served by current science education practices and policies?

Author: W.W. Cobern

Publisher: Springer Science & Business Media

ISBN: 9789401152242

Category: Science

Page: 221

View: 989

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Global science education is a reality at the end of the 20th century - albeit an uneven reality - because of tremendous technological and economic pressures. Unfortunately, this reality is rarely examined in the light of what interests the everyday lives of ordinary people rather than the lives of political and economic elites. The purpose of this book is to offer insightful and thought-provoking commentary on both realities. The tacit question throughout the book is `Whose interests are being served by current science education practices and policies?' The various chapters offer critical analysis from the perspectives of culture, economics, epistemology, equity, gender, language, and religion in an effort to promote a reflective science education that takes place within, rather than taking over, the important cultural lives of people. The target audience for the book includes graduate students in education, science education and education policy professors, policy and government officials involved with education.
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Science Education for Everyday Life

This book provides a comprehensive overview of humanistic approaches to science.

Author: Glen S. Aikenhead

Publisher: Teachers College Press

ISBN: 0807746347

Category: Education

Page: 186

View: 681

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This book provides a comprehensive overview of humanistic approaches to science. Approaches that connect students to broader human concerns in their everyday life and culture. Glen Aikenhead, an expert in the field of culturally sensitive science education, summarizes major worldwide historical findings; focuses on present thinking; and offers evidence in support of classroom practice. This highly accessible text covers curriculum policy, teaching materials, teacher orientations, teacher education, student learning, culture studies, and future research.
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Time for Science Education

The book demonstrates the importance of history and philosophyof science for science education.

Author: Michael R. Matthews

Publisher: Springer Science & Business Media

ISBN: 0306458802

Category: Education

Page: 439

View: 539

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The book demonstrates the importance of history and philosophyof science for science education. It provides a case study of thependulum, showing the pivotal role played by the pendulum in theScientific Revolution. It describes how the pendulum enabled thecreation of accurate clocks that, among other things, enabled thelong-standing problem of longitude to be solved. The book charts howthe solution of the longitude problem was of enormous social, economicand cultural significance for European and consequently world history.Further, the book shows how the discovery of the laws of pendulummotion by Galileo, Huygens and Newton hinged on the acceptance of anew methodology for science. The pendulum laws are a window throughwhich to view the fascinating mixture of experiment, mathematics andphilosophy that characterized the foundations of modern science- the Galilean-Newtonian paradigm - anddistinguished it from Aristotelian, medieval and commonsense science.The book covers: learning about the nature ofscience; navigation andthe longitude problem; ancient and medieval timekeeping; Galileo'sanalysis of pendulum motion; Huygens, Hooke, Newton and the pendulum; clocks and culture; science and philosophy; the mechanical world view; teaching about time and pendulum motion; and teacher education andculture.The book defends a liberal, or contextual, approach to the teaching ofscience. It shows how understanding the scientific, philosophical andcultural contexts and ramifications of the pendulum laws can allowteachers to plan more engaging lessons, and conduct informativehistorical- investigative experiments. Students can re-live history.Contextual understanding of the pendulum allows connections to bemadewith other parts of the science curriculum, and with other subjectareas such as geography, literature, religion, music and mathematics.Readers will come away with a deeper understanding of the nature ofscience and its
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Handbook of Research on Science Education

Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science ...

Author: Norman G. Lederman

Publisher: Routledge

ISBN: 9781136221972

Category: Education

Page: 970

View: 976

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Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.
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Philosophy Science Education and Culture

In this book we develop an account of education that places critical inquiry at the core of education in general and science education in particular.

Author: Robert Nola

Publisher: Springer

ISBN: 9048104629

Category: Science

Page: 490

View: 160

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Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education. In this book we develop an account of education that places critical inquiry at the core of education in general and science education in particular. Since science constitutes the paradigm example of critical inquiry, we explain the nature of science, paying particular attention to scientific methodology and scientific modeling and at the same time showing their relevance in the science classroom. We defend a universalist, rationalist, and objectivist account of science against epistemological and social constructivist views, postmodernist approaches and epistemic multiculturalist accounts.
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Material Practice and Materiality Too Long Ignored in Science Education

In this book various scholars explore the material in science and science education and its role in scientific practice, such as those practices that are key to the curriculum focuses of science education programs in a number of countries.

Author: Catherine Milne

Publisher: Springer

ISBN: 9783030019747

Category: Science

Page: 252

View: 860

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In this book various scholars explore the material in science and science education and its role in scientific practice, such as those practices that are key to the curriculum focuses of science education programs in a number of countries. As a construct, culture can be understood as material and social practice. This definition is useful for informing researchers' nuanced explorations of the nature of science and inclusive decisions about the practice of science education (Sewell, 1999). As fields of material social practice and worlds of meaning, cultures are contradictory, contested, and weakly bounded. The notion of culture as material social practices leads researchers to accept that material practice is as important as conceptual development (social practice). However, in education and science education there is a tendency to ignore material practice and to focus on social practice with language as the arbiter of such social practice. Often material practice, such as those associated with scientific instruments and other apparatus, is ignored with instruments understood as "inscription devices", conduits for language rather than sources of material culture in which scientists share “material other than words” (Baird, 2004, p. 7) when they communicate new knowledge and realities. While we do not ignore the role of language in science, we agree with Barad (2003) that perhaps language has too much power and with that power there seems a concomitant loss of interest in exploring how matter and machines (instruments) contribute to both ontology and epistemology in science and science education.
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Science Education and Culture

The papers included here, have or will be, published in the journal Science & Education, the inaugural volume (1992) of which was a landmark in the history of science education publication, because it was the first journal in the field ...

Author: Fabio Bevilacqua

Publisher: Springer

ISBN: 0792369734

Category: Science

Page: 376

View: 342

Download →

This anthology contains selected papers from the 'Science as Culture' conference held at Lake Como, and Pavia University Italy, 15-19 September 1999. The conference, attended by about 220 individuals from thirty countries, was a joint venture of the International History, Philosophy and Science Teaching Group (its fifth conference) and the History of Physics and Physics Teaching Division of the European Physical Society (its eighth conference). The magnificient Villa Olmo, on the lakeshore, provided a memorable location for the presentors of the 160 papers and the audience that discussed them. The conference was part of local celebrations of the bicentenary of Alessandro Volta's creation of the battery in 1799. Volta was born in Como in 1745, and for forty years from 1778 he was professor of experimental physics at Pavia University. The conference was fortunate to have had the generous financial support of the Italian government's Volta Bicentenary Fund, Lombardy region, Pavia University, Italian Research Council, and Kluwer Academic Publishers. The papers included here, have or will be, published in the journal Science & Education, the inaugural volume (1992) of which was a landmark in the history of science education publication, because it was the first journal in the field devoted to contributions from historical, philosophical and sociological scholarship. Clearly these 'foundational' disciplines inform numerous theoretical, curricular and pedagogical debates in science education. Contemporary Concerns The reseach promoted by the International and European Groups, and by the journal, is central to science education programmes in most areas of the world.
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Unsettling Responsibility in Science Education

This open access book engages with the response-ability of science education to Indigenous ways-of-living-with-Nature.

Author: Marc Higgins

Publisher: Palgrave Macmillan

ISBN: 3030612988

Category: Science

Page: 350

View: 327

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This open access book engages with the response-ability of science education to Indigenous ways-of-living-with-Nature. Higgins deconstructs the ways in which the structures of science education—its concepts, categories, policies, and practices—contribute to the exclusion (or problematic inclusion) of Indigenous science while also shaping its ability respond. Herein, he undertakes an unsettling homework to address the ways in which settler colonial logics linger and lurk within sedimented and stratified knowledge-practices, turning the gaze back onto science education. This homework critically inhabits culture, theory, ontology, and history as they relate to the multicultural science education debate, a central curricular location that acts as both a potential entry point and problematic gatekeeping device, in order to (re)open the space of responsiveness towards Indigenous ways-of-knowing-in-being.
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The Culture of Science Education

In this book , we interweave cultural historical accounts and auto / biographies to tell the story of science education of the past 45 years .

Author:

Publisher: BRILL

ISBN: 9789087903602

Category: Education

Page:

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The Culture of Science Education: Its History in Person features the auto/biographies of the professional lives of 22 science educators from 11 countries situated in different places along the career ladder within an ongoing narrative of the cultural history of the field. Many contributors began to identify as science educators at about the time Sputnik was launched but others were not yet born. Hence the book articulates the making of a field with its twists and turns that define a career as a scholar in science education.
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Reconsidering Science Learning

( 1994 ) ' Science education and cultural diversity : mapping the field ' , Studies in Science Education 24 : 49-73 . ( 1997 ) ' STL in a culturally diverse ...

Author: Eileen Scanlon

Publisher: Psychology Press

ISBN: 0415328314

Category: Education

Page: 267

View: 376

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A survey of science learning provides information on such topics as the processes in which science is learned and the diversity in science learning.
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The World of Science Education

The focus of this Handbook is on science education in Asia and the scholarship that most closely supports this program.

Author:

Publisher: BRILL

ISBN: 9789460910746

Category: Education

Page:

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Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe and Israel, Arab States, and Sub-Saharan Africa. The focus of this Handbook is on science education in Asia and the scholarship that most closely supports this program.
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Change Agents in Science Education

Science educators working in a wide range of settings, community-based educational groups, and students and researchers interested in formal and informal science education, will benefit from the perspectives provided in this book.

Author: Sumi Hagiwara

Publisher: Sense Publishers

ISBN: 9789077874820

Category: Education

Page: 153

View: 779

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In this engaging and well crafted book, Change Agents in Science Education situates the science educator in dynamic social, political, and cultural environments where individuals are engaged in science for change. A wide range of educational contexts are described in the book, including urban school settings in the U.S., slum communities in Mumbai, India, an agricultural community in Benin, Africa, a children's educational television program production company in the U.S. In each context, powerful examples of how science was enacted to transform ways of thinking and doing are demonstrated. Each contributor shares experiences with science, and the challenges, triumphs and lessons learned which need to be considered and addressed as part of the role of the science educator. Change, it is argued, needs to be facilitated on a variety of levels in order for learning to take place. Science educators working in a wide range of settings, community-based educational groups, and students and researchers interested in formal and informal science education, will benefit from the perspectives provided in this book.
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Science Culture Language and Education in America

Hodson, D. (1999) Going beyond cultural pluralism: Science education for ... Lewis, C., Enciso, P., & Moje, E. B. (2007) Reframing sociocultural research on ...

Author: Emily Schoerning

Publisher: Springer

ISBN: 9781349958139

Category: Social Science

Page: 159

View: 870

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Can the culture and language of science be an alienating force that discourages marginalized people from identifying with scientists and pursuing higher education in the sciences? More broadly, does an education system which unwittingly presents science as a distinct culture result in a population susceptible to doubt, confusion, and denial? This volume explores how this 'culture of science' is reflected and transmitted in the classroom, and how this can have wide-reaching and often negative implications for science education and science literacy. Well-intentioned efforts to bring hands-on scientific experiences into the classroom must also take into account how students perceive the culture of science. Areas of potential conflict include linguistic and cultural behaviors, misconceptions about science and the nature of science, and, in some cases, religious worldviews. Once recognized, these conflicts are resolvable, and valid methods exist to reduce alienation, broaden participation, and ensure that all students, whether or not they pursue STEM careers, leave school knowing that science is something that they can trust.
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