Encyclopedia of Science Education

Living Edition
| Editors: Richard Gunstone

Learning of Science

  • Cory BuxtonEmail author
Living reference work entry
DOI: https://doi.org/10.1007/978-94-007-6165-0_369-5

Synonyms

Cognitive; Cross-cultural; Discourse; Diversity; Identity; Learning; Place-based; Sociopolitical

The study of science learning from sociocultural perspectives has largely focused on the question of how students from culturally, socioeconomically, and linguistically diverse backgrounds can all be engaged in science learning in ways that allow students to make personal connections between their own lived experiences and core science content and practices. Researchers have addressed this question using a range of theoretical perspectives, including a cognitively based perspective, a cross-cultural perspective, a sociopolitical perspective, and other emergent perspectives. Proponents of these varied perspectives share the belief that connecting students’ cultural and linguistic experiences to the practices of science is central to students’ science learning; however, the specific approaches proposed to best achieve this goal differ.

Proponents of a cognitively based perspective...

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References

  1. Buxton C (2010) Social problem solving through science: an approach to critical place-based science teaching and learning. Equity Excell Educ 43(1):120–135CrossRefGoogle Scholar
  2. Calabrese Barton A (2001) Science education in urban settings: seeking new ways of praxis through critical ethnography. J Res Sci Teach 38(8):899–917CrossRefGoogle Scholar
  3. Calabrese Barton A, Tan E, Rivet A (2008) Creating hybrid spaces for engaging school science among urban middle school girls. Am Educ Res J 45(1):68–103CrossRefGoogle Scholar
  4. Carlone H, Johnson A (2007) Understanding the science experiences of successful women of color: science identity as an analytic lens. J Res Sci Teach 44(8):1187–1218CrossRefGoogle Scholar
  5. Lee O, Luykx A, Buxton C, Shaver A (2007) The challenge of altering elementary school teachers’ beliefs and practices regarding linguistic and cultural diversity in science education. J Res Sci Teach 44(9):1269–1291CrossRefGoogle Scholar
  6. Warren B, Ballenger C, Ogonowski M, Rosebery A, Hudicourt-Barnes J (2001) Rethinking diversity in learning science: the logic of everyday language. J Res Sci Teach 38(5):529–552CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Faculty of Educational Theory and Practice, College of EducationUniversity of GeorgiaAthensUSA