Myths and matters of science education: a critical discourse on science and standards

IF 1.3 4区教育学 Q2 CULTURAL STUDIES

Cultural Studies of Science Education Pub Date : 2024-03-13 DOI:10.1007/s11422-023-10207-x

Beatrice Dias

引用次数: 0

Abstract

In this forum paper, I grapple with critical questions about our understanding of science as a discipline and the education standards formulated within that framing. My exploration is contextualized in our current socio-political climate and is presented in discourse with Charity Winburn’s Meeting the needs of the individual student in the post-pandemic era: an analysis of the next generation science standards. I draw on Winburn’s astute observations about the narratives and epistemologies that shape our current science standards as a springboard for diving deeper into questions about the ways of knowing and types of knowledge traditions that are uplifted in US science education. Through a dialogic process, I outline a critical analysis of the myth of neutrality, the prioritization of epistemologies, and the standardization of learning ingrained in traditional science curricula. I conclude by building on Winburn’s hopes for science education with my own aspirations for bringing joy into our collective science learning experiences.

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科学教育的神话与问题：关于科学与标准的批判性讨论

在这篇论坛论文中，我努力探讨了关于我们对科学作为一门学科的理解以及在此框架内制定的教育标准的关键问题。我的探讨以当前的社会政治环境为背景，并与 Charity Winburn 的《满足后流行病时代学生个体的需求：对下一代科学标准的分析》（Meeting the needs of the individual student in the post-pandemic era: an analysis of the next generation science standards）进行了讨论。我借鉴了温伯恩对塑造我们当前科学标准的叙事和认识论的敏锐观察，以此为跳板，深入探究美国科学教育中所倡导的认知方式和知识传统类型的问题。通过对话过程，我概述了对传统科学课程中根深蒂固的中立神话、认识论的优先地位和学习标准化的批判性分析。最后，我以温伯恩对科学教育的希望为基础，提出了自己的愿望，希望将快乐带入我们共同的科学学习体验中。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cultural Studies of Science Education Multiple-

CiteScore

3.10

自引率

0.00%

发文量

期刊介绍： Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration. This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon; publishes articles that have an explicit and appropriate connection with and immersion in cultural studies; seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy; builds new communities at the interface of currently distinct discourses; aims to be a catalyst that forges new genres of and for scholarly dissemination; provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars; publishes manuscripts that encompass all forms of scholarly activity; includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.