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Books > Social sciences > Education > Teaching of a specific subject
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Science and Society in the Classroom - Using Sociocultural Perspectives to Develop Science Education (Hardcover, New)
Loot Price: R2,475
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Science and Society in the Classroom - Using Sociocultural Perspectives to Develop Science Education (Hardcover, New)
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In 21st-century America, one of the goals of the education is to
successfully prepare students for their meaningful, sustained, and
robust participation in a democratic society. In the context of
K-12 science education, this means educating students so that they
develop into future adult citizen capable of considering and
deciding on conflicting issues and policies influenced by science,
technology, and sustainability issues. The challenge for science
education is thus to find successful ways to integrate content,
pedagogy, and citizenship education. It is important to examine
curricular approaches in science classrooms since most of the
science education a student receives take place in the context of a
formal school science curriculum. Most curricular materials in
science education allow students to engage in what is commonly
referred to as an inform, verify, practice (IVF) format. Using this
format, students gain access to information either through a
lecture or a text, attempt to verify the presented information
through lab activities, and may practice the mastered information
with questions and/or problems. These curricular approaches do not
explicitly integrate citizenship education to facilitate students'
understandings of issues and policies shaped by science,
technology, and sustainability issues. In order to bridge this gap,
curricula guided by sociocultural perspectives may be a possible
answer. Existing literature integrating sociocultural perspectives
in the school science curriculum include context-based science,
connected science, contextualized science, and/or socioscientific
issues (SSI). These curricular approaches are being examined to
document their effectiveness by linking social dilemmas with
conceptual or technological links to science. This study integrates
science education reform documents, blends sociocultural
theoretical frameworks, and draws upon empirical data to contribute
to the use of sociocultural theory in science education in an urban
middle school setting. Current findings indicate that urban
children are not experiencing much success when it comes to school
science. Traditional paradigms for science education research focus
on the learning of science using IVF format with little regard for
the sociocultural context. In this book, the author posits that the
exploration of urban students' engagement with school science using
sociocultural perspectives may uncover factors that influence
students learning and success in the science classrooms. The author
further proposes that using curricula framed around sociocultural
perspectives may develop students' understandings about the role
science and technology plays in their lives, as well as well as in
the larger society, thus making science more accessible and
relevant for these children in urban settings. There has been no
study to date that examines the impact of curricular approaches
guided by a sociocultural framework (contextualized curriculum in
this study) on the comprehension level and attitudes of students.
The study fills that gap and holds implications for the inclusion
of alternative curricular framework in urban middle school science
classrooms. The author has used a mixed-methods study and draws
upon both quantitative and qualitative data sources. The study
design allows the reader to appreciate the perspectives of
participating students and teachers on the use of contextualized
curricular framework versus curricular framework guided by IVF
practices in urban middle school science classrooms. This is an
important book for collections in education, particularly science
and K-12.
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