Encyclopedia of Science Education

2015 Edition
| Editors: Richard Gunstone

Borders/Border Crossing

  • Maria AndréeEmail author
Reference work entry
DOI: https://doi.org/10.1007/978-94-007-2150-0_354

Border crossing provides a lens for analyzing science learning as cultural acquisition and science teaching as cultural transmission. Thus, science is deemed as culture rather than absolute truth. The generic construction of border crossing assumes the existence of borders between two (or more) distinguishable cultures/subcultures that, to a varying degree, represent obstacles for individuals to cross. The notion of border crossing has been used widely in science education research to conceptualize difficulties that students encounter in science education. In research, science classroom experiences of students and teachers have been theorized in terms of the ease with which students and teachers cross cultural borders of the science classroom. Border crossings have been categorized as smooth, manageable, hazardous, or virtually impossible (Cobern & Aikenhead, 1998). The concept of border crossing was borrowed from cultural anthropology and first applied to Western students studying...

This is a preview of subscription content, log in to check access.

References

  1. Aikenhead G (1996) Science education: border crossing into the subculture of science. Stud Sci Educ 27:1–52CrossRefGoogle Scholar
  2. Carter L (2008) The armchair at the borders: the “messy” ideas of borders and border epistemologies within multicultural science education scholarship. Sci Educ 94:428–447Google Scholar
  3. Cobern WW, Aikenhead GS (1998) Cultural aspects of learning science. In: Fraser BJ, Tobin KG (eds) International handbook of science education. Kluwer Academic Publishers, Dordrecht, pp 39–52CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2015

Authors and Affiliations

  1. 1.Department of Mathematics and Science EducationStockholm UniversityStockholmSweden