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Title of Journal: Sci Educ

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Abbravation: Science & Education

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Springer Netherlands

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DOI

10.1016/0009-2509(75)85098-6

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1573-1901

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A Critique of Science Education as Sociopolitical

Authors: Yannis Hadzigeorgiou
Publish Date: 2014/11/01
Volume: 24, Issue: 3, Pages: 259-280
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Abstract

This paper outlines the rationale underpinning the conception of science education as sociopolitical action and then presents a critique of such a conception from the perspective of liberal education More specifically the paper discusses the importance of the conception of science education as sociopolitical action eg it can provide students with opportunities to link school and society it can offer them opportunities for more meaningful experiences and it can also empower them as citizens and then raises questions about the content of school science about the place and value of scientific inquiry and about the opportunities students have for selfdirected inquiry The central idea behind the critique is that a conception of science education as sociopolitical action downplays the importance of knowledge for its own sake and totally neglects the personal/aesthetic dimension of science

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Other Papers In This Journal:
  1. Seeking historical examples to illustrate key aspects of the nature of science
  2. Errors in Science and their Treatment in Teaching Science
  3. On the Concept of Force: How Understanding its History can Improve Physics Teaching
  4. The Lens of Chemistry
  5. Understanding Students’ Reasoning: Argumentation Schemes as an Interpretation Method in Science Education
  6. John Hedley Brooke and Ronald L. Numbers (eds): Science and Religion Around the World
  7. Spanish Secondary-School Science Teachers’ Beliefs About Science-Technology-Society (STS) Issues
  8. Chemistry and Chemical Education Through Text and Image: Analysis of Twentieth Century Textbooks Used in Brazilian Context
  9. Matthew Cobb (2007): The Egg & Sperm Race: The Seventeenth - Century Scientists Who Unraveled the Secrets of Sex, Life, and Growth
  10. Teaching About the Epistemology of Science in Upper Secondary Schools: An Analysis of Teachers’ Classroom Talk
  11. Teaching and assessing the nature of science: An introduction
  12. Tacit Beginnings Towards a Model of Scientific Thinking
  13. James Franklin: What Science Knows and How it Knows it
  14. Introduction of the Thematic Issue on the Interplay of Physics and Mathematics
  15. The Evolution of Teaching Instruments and Their Use Between 1800 and 1930
  16. Explanatory Pluralism in the Life Sciences
  17. Barry J. Fraser, Kenneth G. Tobin and Campbell J. McRobbie (eds): Second International Handbook of Science Education
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