Science education as/for participation in the community

Abstract

ABSTRACT:In this paper, we take up and advance the project of rethinking "scientific literacy" by Eisenhart, Finkel, and Marion (American Educational Research Journal, 1996, 33, 261 -295). As part of a project of rethinking science education, we advance three propositions. First, because society is built on division of labor, not everybody needs to know the same basic sets of concepts; it is more important to allow the emergence of scientific literacy as a collective property. Second, scientific knowledge ought not to be privileged in democratic collective decision making but ought to be one of many resources. Third, rethinking science education as and for participation in community life sets up the potential for lifelong participation in and learning of science-related issues. To show the viability of these propositions, we provide a case study based on a 3-year, multisite ethnographic research project as part of which we investigated science in the community. Framing our work in terms of activity theory, we provide descriptions of science in a local middle school, where students learn science while participating in a community effort to contribute to the knowledge base about a local creek. The children's activities are continuous with those of adults concerned about environmental health. In this way, rather than preparing for life after school, science education allows students to participate in legitimate ways in community life and therefore provides a starting point for uninterrupted lifelong learning across the presently existing boundary separating formal schooling from everyday life outside schools.

Using students' lived experiences in an urban science classroom: An elementary school teacher's thinking

“…Consistent with Aikenhead's (2001), González and Amanti's, (1992), González and Moll's, (2002), and Roth and Lee's (2004) findings, students were able to contribute to their science learning because Jane allowed them to engage in science that had personal relevance to students. Jane is using students' knowledge accumulated through lived experiences as funds of knowledge to generate new and better science concepts as well as to teach and explain science concepts that Jane wants her students to know.…”

Scientific literacy: A Freirean perspective as a radical view of humanistic science education

“…All of these definitions have included categories considering the relationships between science and technology, and skills to help people participate in decision making in the modern technological society for their personal, civic, and professional lives. In addition, some of those curricula proposed take into consideration the aim of science education to prepare students for social responsibility, responsible sociopolitical action; they also reinforce the purpose of developing attitudes and values to help students engage in social issues (e.g., Cross & Price, 1992, 1999Frazer & Kornhauser, 1986;Ramsey, 1993;Roth & Lee, 2004;Waks, 1992).…”

Learning and teaching as emergent features of informal settings: An ethnographic study in an environmental action group

“…Heterogeneous settings with a variety of social and material resources allow for numerous participatory modes. Thus, we suggest that educators might want to set up situations that facilitate a variety of participatory modes-an approach more consistent with the democratic ideals of Western societies (Roth & Lee, 2004)-rather than focusing on changing individual behavior.…”