Introduction: Shifting perspectives from universalism to cross-culturalism

Looking back at “our science” and “our history”: an exploration of Korean preservice science teachers’ encounters with East Asian history of science

“…The universalist positions about science maintain that Western modern science holds a unique epistemological status that is clearly superior to that of indigenous knowledge systems (Loving 1995;Matthews 1994). On the contrary, the multiculturalist positions recognize the value of indigenous knowledge systems as legitimate forms of inquiry and advocate their inclusion in the science curriculum as a way of decolonizing the curriculum (Lewis and Aikenhead 2001). In this paper, we endorse more recent views that reconcile the universalist-multiculturalist dichotomy.…”

Looking back at “our science” and “our history”: an exploration of Korean preservice science teachers’ encounters with East Asian history of science

“…The universalist positions about science maintain that Western modern science holds a unique epistemological status that is clearly superior to that of indigenous knowledge systems (Loving 1995;Matthews 1994). On the contrary, the multiculturalist positions recognize the value of indigenous knowledge systems as legitimate forms of inquiry and advocate their inclusion in the science curriculum as a way of decolonizing the curriculum (Lewis and Aikenhead 2001). In this paper, we endorse more recent views that reconcile the universalist-multiculturalist dichotomy.…”

Portraying epistemology: School science in historical context

“…Over the past 10 years there has been a rapidly growing interest in the nature of science in schools among science education researchers, science studies scholars, and policymakers (see, e.g., AAAS, 1990;Costa, Hughes, & Pinch, 1998;Jenkins, 1996;Lederman, 1992;Matthews, 1994;McGinn & Roth, 1999;NRC, 1996;Turner & Sullenger, 1999). The technical work of revising curricula, designing instruction, developing assessments, probing student and teacher conceptions, and so on, in order to realize the renewed emphasis on scientific processes in schools as well as to come to terms with the challenges of increasing cultural diversity has stimulated much discussion and no small measure of disagreement regarding just how the scientific enterprise should be represented in all this (e.g., Alters, 1997aAlters, , 1997bBrickhouse & Stanley, 1995a, 1995bEflin, Glennan, & Reisch, 1999;Good, 1995;Lederman, 1995;Lewis & Aikenhead, 2001;Smith et al, 1997;Smith & Scharmann, 1999;Stanley & Brickhouse, 1994;Suchting, 1995Suchting, , 1996. Perhaps this is to be expected as researchers struggle to define and clarify the foundations of their research program.…”

The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom

“…In this sense, Carter (2004) claims that the literature displays a number of related tendencies that seem to draw together into two main positions: one focused on the identities/subjectivities of those learning science, that is, the culturally and linguistically diverse students themselves, and the second, on considerations of science as culturally located, Western and non-Western knowledge, frequently identified as multicultural approaches to science (Candela, & Rey, 2019;Lewis & Aikenhead, 2000). In the context of this argument, the sociocultural turn in science education raises the question of how we understand science: whether we accept its ideology of decontextualised knowledge, or locate knowledge in the context of cultural practices and interests (Carter, 2008).…”

Looking back at “our science” and “our history”: an exploration of Korean preservice science teachers’ encounters with East Asian history of science

“…The universalist positions about science maintain that Western modern science holds a unique epistemological status that is clearly superior to that of indigenous knowledge systems (Loving 1995;Matthews 1994). On the contrary, the multiculturalist positions recognize the value of indigenous knowledge systems as legitimate forms of inquiry and advocate their inclusion in the science curriculum as a way of decolonizing the curriculum (Lewis and Aikenhead 2001). In this paper, we endorse more recent views that reconcile the universalist-multiculturalist dichotomy.…”

Portraying epistemology: School science in historical context

“…Over the past 10 years there has been a rapidly growing interest in the nature of science in schools among science education researchers, science studies scholars, and policymakers (see, e.g., AAAS, 1990;Costa, Hughes, & Pinch, 1998;Jenkins, 1996;Lederman, 1992;Matthews, 1994;McGinn & Roth, 1999;NRC, 1996;Turner & Sullenger, 1999). The technical work of revising curricula, designing instruction, developing assessments, probing student and teacher conceptions, and so on, in order to realize the renewed emphasis on scientific processes in schools as well as to come to terms with the challenges of increasing cultural diversity has stimulated much discussion and no small measure of disagreement regarding just how the scientific enterprise should be represented in all this (e.g., Alters, 1997aAlters, , 1997bBrickhouse & Stanley, 1995a, 1995bEflin, Glennan, & Reisch, 1999;Good, 1995;Lederman, 1995;Lewis & Aikenhead, 2001;Smith et al, 1997;Smith & Scharmann, 1999;Stanley & Brickhouse, 1994;Suchting, 1995Suchting, , 1996. Perhaps this is to be expected as researchers struggle to define and clarify the foundations of their research program.…”

The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom

“…In this sense, Carter (2004) claims that the literature displays a number of related tendencies that seem to draw together into two main positions: one focused on the identities/subjectivities of those learning science, that is, the culturally and linguistically diverse students themselves, and the second, on considerations of science as culturally located, Western and non-Western knowledge, frequently identified as multicultural approaches to science (Candela, & Rey, 2019;Lewis & Aikenhead, 2000). In the context of this argument, the sociocultural turn in science education raises the question of how we understand science: whether we accept its ideology of decontextualised knowledge, or locate knowledge in the context of cultural practices and interests (Carter, 2008).…”

Looking back at “our science” and “our history”: an exploration of Korean preservice science teachers’ encounters with East Asian history of science

“…The universalist positions about science maintain that Western modern science holds a unique epistemological status that is clearly superior to that of indigenous knowledge systems (Loving 1995;Matthews 1994). On the contrary, the multiculturalist positions recognize the value of indigenous knowledge systems as legitimate forms of inquiry and advocate their inclusion in the science curriculum as a way of decolonizing the curriculum (Lewis and Aikenhead 2001). In this paper, we endorse more recent views that reconcile the universalist-multiculturalist dichotomy.…”

Portraying epistemology: School science in historical context

“…Over the past 10 years there has been a rapidly growing interest in the nature of science in schools among science education researchers, science studies scholars, and policymakers (see, e.g., AAAS, 1990;Costa, Hughes, & Pinch, 1998;Jenkins, 1996;Lederman, 1992;Matthews, 1994;McGinn & Roth, 1999;NRC, 1996;Turner & Sullenger, 1999). The technical work of revising curricula, designing instruction, developing assessments, probing student and teacher conceptions, and so on, in order to realize the renewed emphasis on scientific processes in schools as well as to come to terms with the challenges of increasing cultural diversity has stimulated much discussion and no small measure of disagreement regarding just how the scientific enterprise should be represented in all this (e.g., Alters, 1997aAlters, , 1997bBrickhouse & Stanley, 1995a, 1995bEflin, Glennan, & Reisch, 1999;Good, 1995;Lederman, 1995;Lewis & Aikenhead, 2001;Smith et al, 1997;Smith & Scharmann, 1999;Stanley & Brickhouse, 1994;Suchting, 1995Suchting, , 1996. Perhaps this is to be expected as researchers struggle to define and clarify the foundations of their research program.…”

The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom

“…In this sense, Carter (2004) claims that the literature displays a number of related tendencies that seem to draw together into two main positions: one focused on the identities/subjectivities of those learning science, that is, the culturally and linguistically diverse students themselves, and the second, on considerations of science as culturally located, Western and non-Western knowledge, frequently identified as multicultural approaches to science (Candela, & Rey, 2019;Lewis & Aikenhead, 2000). In the context of this argument, the sociocultural turn in science education raises the question of how we understand science: whether we accept its ideology of decontextualised knowledge, or locate knowledge in the context of cultural practices and interests (Carter, 2008).…”