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Recontextualization of Science from Lab to School: Implications for Science Literacy

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Abstract

Scientists’ science differs remarkably from school science. In order to be taught to students, science is recontextualized from scientific research communities to science classrooms. This paper examines scientific discourse in scientific research communities, and discusses its transformation from an internally-persuasive and authoritative discourse to a purely authoritative discourse under recontextualization. It presents the challenges that recontextualization of science poses for achievement of science literacy goals, and discusses remedial steps that science education community can take to meet them.

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Acknowledgements

This work was supported in part by grants from the Knowles foundation and the United States Department PT3 Program (Grant Number P342A00193, Yong Zhao, Principal Investigator). The opinions expressed herein do not necessarily reflect the position, policy, or endorsement of the supporting agencies.

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Authors and Affiliations

  1. Department of Biological Sciences, University of Delaware, Newark, DE, 19702, USA

    Ajay Sharma

  2. College of Education, Michigan State University, East Lansing, MI, 48823, USA

    Charles W. Anderson

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  1. Ajay Sharma
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Correspondence to Ajay Sharma.

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Sharma, A., Anderson, C.W. Recontextualization of Science from Lab to School: Implications for Science Literacy. Sci & Educ 18, 1253–1275 (2009). https://doi.org/10.1007/s11191-007-9112-8

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