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Sardonic science? The resistance to more humanistic forms of science education

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Abstract

Resistance to more humanistic forms of science education is an endemic and persistent feature of university scientists as well as school science teachers. This article argues that science education researchers should pay more attention to its origins and to the subtleties of its stubborn influence. The paper explores some of the imperatives which dominate the continuing practices of teachers; the linkages between school and university science; and re-considers the relationships between learning science, learning to do science and learning about science. It draws on recent, prominent publications, as well as neglected and rather more contentious material, to underline the unhelpfully narrow view of science held by those who defend the traditional disciplinary influences of biology, chemistry and physics. Suggestions are made as to where those of a more radical and determined disposition should direct their attention in the interests of improved education, vital scientific progress as well as human survival. It is argued that university science must change in order to ensure that teachers better help their students to learn, do and appreciate science.

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Acknowledgments

The author gratefully acknowledges the helpful suggestions made on earlier drafts of this paper by Eric Blown.

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  1. Department of Educational and Professional Studies, Faculty of Education, University of Strathclyde, Jordanhill Campus, Glasgow, G13 1PP, UK

    T. G. K. Bryce

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Correspondence to T. G. K. Bryce.

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Bryce, T.G.K. Sardonic science? The resistance to more humanistic forms of science education. Cult Stud of Sci Educ 5, 591–612 (2010). https://doi.org/10.1007/s11422-010-9266-6

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  • DOI: https://doi.org/10.1007/s11422-010-9266-6

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