Book chapter
Between a Myth and a Hard Place: Situating School Science in a Climate of Critical Cultural Reform
Socio-Cultural Perspectives on Science Education: An International Dialogue, pp.25-48
Springer Netherlands
1998
Abstract
Our experiences as teachers and educational researchers indicate a general enthusiasm amongst science teachers for constructivist-based teaching practices aimed at improving the quality of student learning. However, even when teachers believe that constructivism is an appropriate epistemology (or way of knowing), they struggle to implement and maintain teaching practices informed by constructivist theory (Taylor, 1996; Tobin, Davis, Shaw & Jakubowski, 1991; Vance & Miller, 1995). We believe that the difficulties experienced by science teachers in instituting constructivist-inspired changes in their classrooms can be explained, in large part, if school science is viewed as a cultural activity which is constrained by powerful and ubiquitous cultural myths.
Details
- Title
- Between a Myth and a Hard Place: Situating School Science in a Climate of Critical Cultural Reform
- Authors/Creators
- C.E. Milne (Author/Creator) - Teaching and LearningP.C. Taylor (Author/Creator)
- Contributors
- W.W. Cobern (Editor)
- Publication Details
- Socio-Cultural Perspectives on Science Education: An International Dialogue, pp.25-48
- Publisher
- Springer Netherlands
- Identifiers
- 991005543459307891
- Copyright
- 1998 Springer Science+Business Media Dordrecht
- Murdoch Affiliation
- Murdoch University
- Language
- English
- Resource Type
- Book chapter
- Additional Information
- Volume 4 of the series Science & Technology Education Library
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