Science Education and Contemporary Times: Finding Our Way Through the Challenges

Feeling at Home in College: Fortifying School‐Relevant Selves to Reduce Social Class Disparities in Higher Education

“…Across a wide range of settings, people are more inclined to take action and are more productive when their selves are congruent with the behaviors required in a given situation (e.g., Oyserman, ; C. Steele, Spencer, & Aronson, ; Taylor, Lerner, Sherman, Sage, & McDowell, ). In higher education in particular, research on culturally responsive pedagogy, cultural fit, and identity‐based motivation demonstrates that connecting education to students’ selves or identities increases psychological well‐being, encourages academic engagement and motivation, and ultimately improves performance (Boykin & Noguera, ; Carter, ; Chatman, ; Gutiérrez & Rogoff, ; Ladson‐Billings, , ; Oyserman, ; Oyserman & Destin, ).…”

“…Steele, Spencer, & Aronson, 2002;Taylor, Lerner, Sherman, Sage, & McDowell, 2003). In higher education in particular, research on culturally responsive pedagogy, cultural fit, and identitybased motivation demonstrates that connecting education to students' selves or identities increases psychological well-being, encourages academic engagement and motivation, and ultimately improves performance (Boykin & Noguera, 2011;Carter, 2007;Chatman, 1989;Gutiérrez & Rogoff, 2003;Ladson-Billings, 1995Oyserman, 2008;Oyserman & Destin, 2010).…”

Globalization: Science education from an international perspective

“…Based on sociological (e.g., Beck, 2000) and educational policy positions (Apple, 1999) Carter (2005, 2008a,b) argues that neoliberalist, neoconservative, and capitalist positions predominate in actual processes of economic but also cultural globalization. Neoliberalism is seen as “an economic and political fundamentalism that generalizes the economic form to all human conduct including education” (Carter, 2008b, p. 82), Neoconservatism “aims to reassert Eurocentric cultural control, protecting the ‘Canon’ from the contamination of competing narratives and practices newly available in the globalizing world” (p. 82). As mentioned above science related knowledge plays a significant role in supporting globalization processes on the level of economic and technological progress.…”

“…Regarding views of society, neoliberal, neoconservative, and capitalist perspectives presently predominating economic and cultural globalization processes are fundamentally questioned (e.g., Carter, 2005; Gough, 2008). A similar emphasis is given to questioning traditional views of instructional practices (e.g., Carter, 2008a,b) arguing in favor of new pedagogies that allow student self‐responsibility and active engagement in teaching and learning processes. They should replace traditional passive receiver positions that are attached to the neoliberal, neoconservative, and capitalist positions.…”

Πρόγραμμα Σπουδών Φυσικών Επιστημών Και Κοινωνικός Αποκλεισμός

“…Brickhouse, 1994;Brickhouse & Kittleson, 2006;Orpwood & Barnett, 1997;Schmidt, Raizen, Britton, Bianci, & Wolfe, 2002;Tobin, 2011), και (β) Υποστήριξη εκπαιδευτικών προς την κατεύθυνση της διδασκαλίας των Φυσικών Επιστημών για την κοινωνική δικαιοσύνη και ισότητα (βλ. Aikenhead, 2006;Apple, 1982;Avalos, 1992; Calabrese- Barton, 1998b;Carter, 2007;Hodson, 2011). μαθήτριες σε μια υψηλού επιπέδου διδασκαλία των Φυσικών Επιστημών.…”