Sociocultural influences on science education: Innovation for contemporary times

Abstract

This paper reviews the significant sociocultural literatures on science studies, cultural diversity, and sustainability science to develop theoretical perspectives for science education more suitable to the challenges of contemporaneity. While the influences of science studies and cultural diversity are not uncommon within the science education literature on innovation, the difference here is the inclusion of the newer field of sustainability science. These threads are drawn are together to help formulate a view of science education that contributes to the ongoing discussion of what it could be in the 21st century. Finally, a science unit in a preservice teacher education course is then described, which aims to engage, inform, and empower beginning teachers in ways that tackle the challenges of contemporaneity. © 2007 Wiley Periodicals, Inc. Sci Ed 92:165–181, 2008

Patterns and Impacts of Short-Term Cross-Cultural Experience in Science and Mathematics Teaching: Benefits, Value, and Experience

“…However, only few are well aware and prepared for this situation. This is also consistent with Sleeter (2008) that more research is required in exploring the impact of an immersion experience on teachers in learning cross-cultural and global awareness (Sleeter, 2001;Yali, 2007;Carter, 2007). In this study, we explore participants' perspective during and after participating in the Cross-Cultural Experience in Science and Mathematics Teaching program and to seek for the patterns and relationships.…”

A Cultural Perspective of Conceptual Change: Re-examining the Goal of Science Education

“…Carter (2004Carter ( , 2006 re-read some of this literature from a postcolonial theoretical perspective and criticized the weak arguments of multiculturalism scholars in science education literature. Reiterating the importance of postcolonial science studies (Harding, 1998), Carter (2008a argues for a more inclusive conceptualization of science. All cultures have systematic attempts to create their own understanding of the universe and their place within it.…”

Narrative Inquiry for Science Education: Teachers’ repertoire‐making in the case of environmental curriculum

“…Agelidou & Flogaitis, 2003;Loughland, Reid, & Petocz, 2002;Shepardson, Niyogi, Choi, & Charusombat, 2009, to name but a few). While scientific knowledge is still given dominance in traditional environmental education, the legitimacy of science has been critically examined in many disciplinary areas (Irwin, 1995;Kuhn, 1962;Midgley, 1992;Nowotny, Scott, & Gibbons, 2000), including science education (Carter, 2008;Colucci-Gray, 2006;XXXX, 2010 in press). The discourses of science in relation to environmental and sustainability issues have shifted to an epistemological level at least, from the point of view that scientific knowledge possesses an absolute authority in providing diagnoses and solutions to environmental issues: instead, it is often argued that science should take the role of a 'mediator' through gearing the nature of scientific work and endeavour toward reflexivity throughout all the processes in which it is shaped.…”