Reflexivity and Diversity in Science Education Research in Europe: Towards Cultural Perspectives

  • Michiel van EijckEmail author
Part of the Cultural Studies of Science Education book series (CSSE, volume 8)


Addressing the educational needs of future citizens in a scientifically sophisticated society requires one to take into account the role of diversity in science education from a cultural perspective. Despite this requirement, cultural studies of science education are underrepresented in the European scholarly realm. This lack of research has a reflexive meaning for how science education and scientific knowledge is taken more generally in the European research community. Thus, rethinking diversity in science education research from a reflexive perspective lays bare some theoretical constraints inherent to dominant research traditions in science education in Europe. This rethinking opens up a way to overcome these theoretical barriers, thereby providing opportunities for future research on diversity in science education in Europe from cultural perspectives.


Science Education Cultural Study Diversity Issue Cultural Perspective Science Teacher Education 
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.


  1. Aikenhead, G. S. (1997). Toward a First Nations cross-cultural science and technology curriculum. Science Education, 81, 217–238.CrossRefGoogle Scholar
  2. Aikenhead, G. (2001). Integrating western and aboriginal sciences: Cross-cultural science teaching. Research in Science Education, 31, 337–355.CrossRefGoogle Scholar
  3. Aikenhead, G. S., & Jegede, O. J. (1999). Cross-cultural science education: A cognitive explanation for a cultural phenomenon. Journal of Research in Science Teaching, 36, 269–287.CrossRefGoogle Scholar
  4. Asad, T. (Ed.). (1973). Anthropology & the colonial encounter. Atlantic Highlands: Humanities Press.Google Scholar
  5. Bryan, L. A., & Atwater, M. M. (2002). Teacher beliefs and cultural models: A challenge for science teacher preparation programs. Science Education, 86, 821–839.CrossRefGoogle Scholar
  6. Clifford, J., & Marcus, G. E. (Eds.). (1986). Writing culture: The poetics and politics of ethnography. Berkeley: University of California Press.Google Scholar
  7. Dillon, J. (2008). Discussion, debate and dialog: Changing minds about conceptual change research in science education. Cultural Studies of Science Education, 3, 397–416.CrossRefGoogle Scholar
  8. EACEA/Eurydice. (2011). Science education in Europe: National policies, practices and research. Brussels: Education, Audiovisual and Culture Executive Agency.Google Scholar
  9. Espinet, M., & Ramos, L. (2009, August 31–September 4). Multilingual science education contexts: Opportunities for pre-service science teacher learning. Paper presented at the conference of the European Science Education Research Association (ESERA), Istanbul, Turkey.Google Scholar
  10. European Language Council/Conseil Européen pour les Langues (ELC/CEL). (2006). Nancy declaration: Multilingual universities for a multilingual Europe open to the world. Berlin: ELC/CEL.Google Scholar
  11. Feyerabend, P. K. (1975). Against method. London: New Left Books.Google Scholar
  12. Foucault, M. (1979). Truth and power. In M. Morris & P. Patton (Eds.), Power, truth, strategy (pp. 29–48). Sydney: Feral Publications.Google Scholar
  13. Hodson, D. (1993). In search of a rationale for multicultural science education. Science Education, 77, 685–711.CrossRefGoogle Scholar
  14. Husserl, E. (1973). Experience and judgment (J. Churchill & K. Ameriks, Trans.). Evanston: Northwestern University Press. (Original work published 1939).Google Scholar
  15. Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: The MIT Press.Google Scholar
  16. Ingle, R. B., & Turner, A. D. (1981). Science curricula as cultural misfits. International Journal of Science Education, 3, 357–371.Google Scholar
  17. Latour, B. (1987). Science in action: How to follow scientists and engineers through society. Milton Keynes: Open University Press.Google Scholar
  18. Laudan, L. (1996). Beyond positivism and relativism: Theory, method and evidence. Boulder: Westview Press.Google Scholar
  19. Lave, J. (1988). Cognition in practice. Boston: Cambridge.CrossRefGoogle Scholar
  20. Leont’ev, A. (1978). Activity, consciousness, and personality. Englewood Cliffs: Prentice-Hall.Google Scholar
  21. Levinas, E. (1998). Otherwise than being: Or beyond essence. Pittsburgh: Duquesne University Press.Google Scholar
  22. Maddock, M. N. (1981). Science education: An anthropological viewpoint. Studies in Science Education, 8, 1–26.CrossRefGoogle Scholar
  23. Moore, M. F. (2007). Preparing elementary preservice teachers for urban elementary science classrooms: Challenging cultural biases toward diverse students. Journal of Science Teacher Education, 19, 85–109.CrossRefGoogle Scholar
  24. Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. London: The Nuffield Foundation.Google Scholar
  25. Roth, W.-M. (2007). Emotion at work: A contribution to third-generation cultural historical activity theory. Mind, Culture and Activity, 14, 40–63.CrossRefGoogle Scholar
  26. Roth, W.-M. (2008). Where are the cultural-historical critiques of “back to basics”? Mind, Culture, and Activity, 15, 269–278.CrossRefGoogle Scholar
  27. Roth, W.-M. (2009). Dialogism: A Bakhtinian perspective on science language and learning. Rotterdam: Sense Publishers.Google Scholar
  28. Roth, W.-M., & Middleton, D. (2006). Knowing what you tell, telling what you know: Uncertainty and asymmetries of meaning in interpreting graphical data. Cultural Studies of Science Education, 1, 11–81.CrossRefGoogle Scholar
  29. Schreiner, C., & Sjøberg, S. (2004). Sowing the seeds of ROSE. Background, rationale, questionnaire development and data collection for ROSE (The Relevance of Science Education): A comparative study of students’ views of science and science education. Acta Didactica, 4/2004 (pp. 1–120). Oslo: Department of Teacher Education and School Development, University of Oslo.Google Scholar
  30. Sjøberg, S., & Schreiner, C. (2006). How do learners in different cultures relate to science and technology? Results and perspectives from the project ROSE (the Relevance of Science Education). APFSLT: Asia-Pacific Forum on Science Learning and Teaching, 7, 1–17.Google Scholar
  31. Spivak, G. (1988). Can the subaltern speak? In C. Nelson & L. Grossberg (Eds.), Marxism and the interpretation of culture (pp. 271–313). Urbana: University of Illinois Press.Google Scholar
  32. Swift, D. (1992). Indigenous knowledge in the service of science and technology in developing countries. Studies in Science Education, 20, 1–27.CrossRefGoogle Scholar
  33. Tobin, K. (2008). In search of new lights: Getting the most from competing perspectives. Cultural Studies of Science Education, 3, 227–230.CrossRefGoogle Scholar
  34. van Eijck, M., & Claxton, N. X. (2009). Rethinking the notion of technology in education: Techno-epistemology as a feature inherent to human praxis. Science Education, 93, 218–232.CrossRefGoogle Scholar
  35. van Eijck, M. W., & Roth, W.-M. (2007). Keeping the local local: Recalibrating the status of science and Traditional Ecological Knowledge (TEK) in education. Science Education, 91, 926–947.CrossRefGoogle Scholar
  36. van Eijck, M., & Roth, W.-M. (2011). Cultural diversity in science education through Novelization: Against the Epicization of science and cultural centralization. Journal of Research in Science Teaching, 48, 824–847.CrossRefGoogle Scholar
  37. van Eijck, M. W., Hsu, P.-L., & Roth, W.-M. (2009). Translations of scientific practice to “students’ images of science”. Science Education, 93, 611–634.CrossRefGoogle Scholar
  38. Vygotsky, L. S. (1986). Thought and language. Cambridge: MIT Press.Google Scholar
  39. Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20, 158–177.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Eindhoven School of EducationEindhoven University of TechnologyEindhovenThe Netherlands

Personalised recommendations