Untitled

doi:10.1002/tea.v48.6

Cited by 10 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The special issue engages with and aims to "desettle" the current focus on canonical science grounded in a market-driven educational system with high academic standards, predetermined outcomes, and continuous high-stakes assessments. This issue also questions state control of science education, driven by a convenient uniformity that narrowly defines science for a successful few while legitimizing the exclusion of difference (Ambrosio, 2013;Bencze & Carter, 2011; Calabrese Barton, 2001;Smith, 2011;Tan & Calabrese-Barton, 2012). The market-driven education system, grounded in global economies, has led to the misrepresentation of professional science-as a science that contributes to markets, but not to the wellbeing of individuals, societies, and the environment-and a discourse that centers on the individualization of learning in ways that limit students' sense of contribution (Bencze & Carter, 2011).…”

mentioning

confidence: 99%

Reimagining Science Education in Neoliberal Global Contexts: Sociocultural Accounts of Science Learning in Underserved Communities

Rahm

Brandt

2016

Mind, Culture, and Activity

View full text Add to dashboard Cite

mentioning

confidence: 99%

Reimagining Science Education in Neoliberal Global Contexts: Sociocultural Accounts of Science Learning in Underserved Communities

Rahm

Brandt

2016

Mind, Culture, and Activity

View full text Add to dashboard Cite

Comments on Section 1: Development of Science Education Research in Taiwan

Duit

2015

Science Education Research and Practices in Taiwan

View full text Add to dashboard Cite

The Relationship Between Scientific Knowledge and Behaviour: An HIV/AIDS Case

Mnguni

Abrie

Ebersöhn

2015

Journal of Biological Education

View full text Add to dashboard Cite

Debates on the role of scientific knowledge to affect behaviour are continuing. The theory of planned behaviour suggests that behaviour is influenced by attitudes, subjective norms and perceived behavioural control and not by knowledge. However, a large body of knowledge argues that increased HIV/AIDSrelated knowledge leads to the adoption of safe behavioural practices. The purpose of this nonexperimental survey study, therefore, was to investigate the correlation between academic HIV/AIDS knowledge, functional HIV/AIDS knowledge and self-reported behavioural preferences of 300 biology and 243 non-biology students from nine South African schools. Results suggest a correlation between students' understanding of academic and functional HIV/AIDS knowledge. The behavioural preferences of both biology and non-biology students were generally the same and safe. Among biology students, correlation was observed between academic HIV/AIDS knowledge and self-reported safe behavioural preferences, which was not the case for non-biology students, where functional HIV/AIDS knowledge correlated with self-reported safe behavioural preferences. Within schools, however, no correlation was found between both forms of HIV/AIDS knowledge and self-reported safe behavioural preferences. There were indications that context-specific local factors have a greater influence on behavioural preferences. These findings suggest that the type of knowledge that could influence behaviour is informed by context-specific dynamics.Keywords: Scientific HIV/AIDS knowledge; Correlation; Generic HIV/AIDS knowledge; Theory of planned behaviour IntroductionThe significance of science education in addressing social issues continues to be a debated one. In developing countries like South Africa, science and education in general are trusted avenues where students learn scientific knowledge. However, Lee et al. (2013, 5) argue that 'beyond understanding contemporary science, it is imperative that students develop a sense of character and values as global citizens '. Choi et al. (2011) go on to argue that science classroom should go beyond teaching science knowledge and reasoning skills to incorporate moral, character and citizenship education. While socioscientific instruction has been identified as one vehicle to achieve citizenship education (Zeidler et al. 2005), one of the major problems is that there are various factors that determine morality, character and citizenship besides formal education. To this effect, John Dewey has been accused of failing 'to resolve the dualism between the school and society that he fought to overcome because he failed to account for the many institutions in society which provide education' (Zuga 1992, 5). Dewey's (1916) argument in this regard is that 'education should shape the experiences of the young so that instead of reproducing current habits, better habits shall be formed, and thus the future adult society be an improvement on their own'. However, Hodson (2004, 2) states that 'regrettably, science is often portraye...

show abstract

Untitled

Cited by 10 publications

References 0 publications

Reimagining Science Education in Neoliberal Global Contexts: Sociocultural Accounts of Science Learning in Underserved Communities

Reimagining Science Education in Neoliberal Global Contexts: Sociocultural Accounts of Science Learning in Underserved Communities

Comments on Section 1: Development of Science Education Research in Taiwan

The Relationship Between Scientific Knowledge and Behaviour: An HIV/AIDS Case

Contact Info

Product

Resources

About