BibTeX
@MISC{Ibrahim-didi_schoolscience:,
author = {Khadeeja Ibrahim-didi},
title = {School Science: Is it Science?},
year = {}
}
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Abstract
with the assumption that such translation creates the same possibility for students of science as for scientists. Recent complex interpretations of learning problematize such notions by considering learning as emergent simultaneously at different levels of complex interactions—a function of the history of the structure at that particular level of organization. So, how can school science be considered science? And is such a question relevant? Much of formal school science is shaped by ongoing debates of what science knowing is of value in the classroom. School science has tended to be defined in terms of the standards and activities of research scientists—and in particular of empiricist scientists. Scientific knowledge, be it imported into school science as knowledge product, processes of science, “pupil as a scientist ” or as the nature of science is done so under the auspices that it must be introduced as a truth statement of how we may “find out ” about the world. This is what I shall refer to as the imposed ethic as it locates the realm of science beyond the classroom, beyond all access of students to engage in science. Thus, ontological considerations of science are mirrored in and become
Keyphrases
school science recent complex interpretation ontological consideration science knowing imposed ethic formal school science particular level complex interaction different level truth statement knowledge product scientific knowledge question relevant empiricist scientist problematize notion research scientist
