Towards a Cultural View on Quality Science Teaching

  • Glen Aikenhead


This chapter’s cultural view on quality science teaching affords perspectives on school science that represent a plurality of aims, allows a reconceptualization of school science content so it can engender quality science teaching rather than inhibit it, and, through the intricate, context-laden, interplay between relevance and students’ self-identities explicitly answers the question: “Why would students want to engage with school science in the first place?” In developing these perspectives and reconceptualizations the author offers nine indicators of what quality science teaching is, and six indicators of what it is not. These indicators relate to “evidence” that could reflect the extent to which quality science teaching may be occurring in a classroom, in a school, and in a school system. “Evidence” is used here in the sense of the conventional meaning of “evidence” in qualitative or quantitative social science research: trustworthy evidence—consequently, the suggested indicators of quality science teaching relate to evidence-based practice in the social science sense of trustworthy evidence.


Science Teaching Science Teacher School Science Science Content Meaningful Learning 
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 B.V. 2011

Authors and Affiliations

  • Glen Aikenhead
    • 1
  1. 1.University of SaskatchewanSaskatoonCanada

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