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Critical Voices in Science Education Research pp 157–169Cite as

Resistance to Divergent, Child-Centered Scientific Inquiry in the Elementary School and at the University: An Autoethnography of a Science Educator

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Part of the book series: Cultural Studies of Science Education ((CSSE,volume 17))

Abstract

With national initiatives for standardization and accountability, science education has been substantially impacted. In some areas, science instruction has been reduced or even eliminated due to the prioritization of math and language arts. In other areas, the science curriculum has been narrowed and paced in such a rigid way that alternative methods for instruction, scientific discourse, and criticality in science thinking have been precluded or marginalized. In spite of well-intentioned STEM programs, a high value has been placed on science content memorization, and a considerable resistance to divergent, child-centered practices in science instruction has been encountered at the P-12 level, as well as teacher education courses at the university level. This chapter explores the experiences of a former elementary teacher and current university professor in his journey to promote social justice, criticality, and child-centered practices in science education in both the elementary and university settings. Multiple barriers to divergent scientific inquiry are discussed through the elementary and university perspectives, and include: national initiatives, standards, narrow curricula, school culture, accreditation directives and the traditional, positivistic mindsets of many teachers, administrators, and parents. Additionally, pathways for creating spaces for discourse, making connections, and challenging the status quo in science education are discussed. Resistance from teachers and professors is explored through the author’s research in authentic scientific inquiry in the elementary school.

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Authors and Affiliations

  1. Northern Arizona University, Flagstaff, AZ, USA

    Brian Stone

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  1. Brian Stone
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Correspondence to Brian Stone .

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Editors and Affiliations

  1. University of Regina, Regina, SK, Canada

    Jesse Bazzul

  2. Institute of Applied Educational Sciences, The University of Luxembourg, Esch-sur-Alzette, Luxembourg

    Christina Siry

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Stone, B. (2019). Resistance to Divergent, Child-Centered Scientific Inquiry in the Elementary School and at the University: An Autoethnography of a Science Educator. In: Bazzul, J., Siry, C. (eds) Critical Voices in Science Education Research. Cultural Studies of Science Education, vol 17. Springer, Cham. https://doi.org/10.1007/978-3-319-99990-6_15

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  • DOI: https://doi.org/10.1007/978-3-319-99990-6_15

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-99989-0

  • Online ISBN: 978-3-319-99990-6

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