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Between a Myth and a Hard Place: Situating School Science in a Climate of Critical Cultural Reform

  • Cathrine E. Milne
  • Peter C. Taylor
Part of the Science & Technology Education Library book series (CTISE, volume 4)

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.

Keywords

School Science Critical Theory Practical Activity Experimental Report Critical Constructivism 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Dordrecht 1998

Authors and Affiliations

  • Cathrine E. Milne
  • Peter C. Taylor

There are no affiliations available

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