Encyclopedia of Science Education

Living Edition
| Editors: Richard Gunstone

Schooling of Science

Living reference work entry
DOI: https://doi.org/10.1007/978-94-007-6165-0_174-1

Although much research is still needed, the schooling of the sciences (i.e., the way in which science subjects have been incorporated in the school curriculum) has received more attention than most other subjects of the curriculum (DeBoer 1991). Both historical and ethnographic studies (Goodson and Ball 1984) indicate the socially and politically constructed nature of school science curricula and, more particularly, the ways in which both content and pedagogy reflect several widely held assumptions about, for example, pupils’ ability, their likely future occupations, the role of women in society, and, ultimately, about the purpose of particular types of curriculum or schooling.

The attention given to school science reflects the fact that aspects of the sciences, such as laboratory work, present unique problems. It is also an acknowledgement that accommodating the scientific disciplines in the curriculum challenged the historical basis of school education. That basis lay in the teaching...

Keywords

Science Teacher School Curriculum Grammar School Historic Link School Science Curriculum 
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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References

  1. DeBoer G (1991) A history of ideas in science education. Teachers College Press, New YorkGoogle Scholar
  2. Goodson IF, Ball SJ (eds) (1984) Defining the curriculum: histories and ethnographies. Falmer Press, LondonGoogle Scholar
  3. Layton D (1973) Science for the people: the origins of the school science curriculum in England. Allen and Unwin, LondonGoogle Scholar
  4. Rudolph JL (2002) Scientists in the classroom: the cold war reconstruction of American science education. Palgrave, New YorkGoogle Scholar
  5. Solomon J, Aikenhead G (eds) (1994) STS education: international perspectives on reform. Teachers College Press, New YorkGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Centre for Studies in Science and Mathematics EducationUniversity of LeedsLeedsUK