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Collective curriculum design as a tool for rethinking scientific literacy

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Abstract

This is a review essay from an educator’s point of view, on the article written by Maria Inês Mafra Goulart and Wolff-Michael Roth Engaging young children in collective curriculum design. The article as well as the commentary essay contributes to the current agenda about the feasibility of social practices in (science) education even from the early childhood. A child centered collective curriculum design can be a tool for rethinking scientific literacy towards a multi-science perspective, participative thinking and dialectical teaching strategies that take account of structure or/and agency relationships. The review is structured on five levels: (a) scientific literacy, (b) multi-science perspective, (c) participative thinking—structure or∣and agency, (d) comments on methodology—the emergency of a new order, (e) conclusions.

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Notes

  1. Engels, Dialectics of nature, http://www.marxists.org/archive/marx/works/1883/don/ch01.htm, http://www.marxists.org/archive/marx/works/1878/05/dialectics.htm.

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Authors and Affiliations

  1. School of Education, University of Ioannina, Greece, Dourouti, Ioannina, 45110, Greece

    Katerina Plakitsi

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  1. Katerina Plakitsi
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Correspondence to Katerina Plakitsi.

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This is a review essay of: Goulart, M. I. M. and Roth, W.-M., Engaging young children in collective curriculum design. Cultural Studies of Science Education.

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Plakitsi, K. Collective curriculum design as a tool for rethinking scientific literacy. Cult Stud of Sci Educ 5, 577–590 (2010). https://doi.org/10.1007/s11422-010-9288-0

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