Dialogic Science Education for Diversity
This chapter argues that a dialogic understanding of the nature of science should lead to a dialogic approach to science education. This argument is combined with a description of a dialogic approach to science education developed in the context of a large European Commission funded international project called ‘science education for diversity’. The project surveyed school students aged 10–14 and their teachers in Malaysia, India, Lebanon, Turkey, the Netherlands and the UK and developed a framework for the design of education in the context of diversity in science education. This approach to education is called ‘dialogic’ both because it is about responding to the diverse voices of students without prejudging the nature of that diversity and because it is about teaching for dialogue, where the quality of dialogue is understood as being central to science.
KeywordsYoung People Science Education Partner Country Dialogic Approach Shared Inquiry
This chapter draws on research funded by the EC Framework 7 programme, specifically the science education for diversity project. The team collecting and analysing the data included in addition to the authors:
Professor Helen Haste (Harvard) and Dr. Andrew Dean (The University of Exeter, UK); Professor Saouma BouJaoude, Dr. Rola Khishfe, Dr. Dian Sarieddine, Dr. Sahar Alameh and Dr. Nesreen Ghaddar (American University of Beirut, Lebanon); Professor Huseyin Bag and Dr. Ayse Savran Gencer (Pamukkale University, Turkey); Assistant Professor Michiel van Eijck and Dr. Ralf Griethuijsen (Eindhoven University of Technology); Dr. Ng Swee Chin and Dr. Oo Pou San (Tunku Abdul Rahman College, Malaysia); and Dr. Sugra Chunawala, Dr. Chitra Natarajan and Dr. Beena Choksi (Tata Institute of Fundamental Research, India).
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