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Science Education for Everyday Life: Evidence-Based Practice


reviewed by Gregory Kelly February 27, 2006

coverTitle: Science Education for Everyday Life: Evidence-Based Practice
Author(s): Glen S. Aikenhead
Publisher: Teachers College Press, New York
ISBN: 0920354610, Pages: 186, Year: 2006
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Glen Aikenhead’s Science Education for Everyday Life: Evidence-Based Practice presents forceful arguments for reexamining many assumptions governing decisions about science instruction, curriculum, and science education research. Central to these arguments is the conception of a humanistic science education. The author uses humanistic science education to refer to perspectives that take seriously the “values, the nature of science, the social aspects of science, the culture of science, and the human character of science revealed through its sociology, history, and philosophy” (p. 2). This humanistic perspective draws in many seemingly disparate perspectives that nonetheless share common assumptions and commitments, including multicultural science education, indigenous knowledge and education, Aboriginal science, feminist science, and aspects of science, technology, and society (STS). These humanistic perspectives are contrasted with a “pipeline ideology” in science education which is geared to produce a next generation of scientists in disciplines as they are currently organized and oriented. Science education... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: February 27, 2006
http://www.tcrecord.org ID Number: 12336, Date Accessed: 10/22/2017 12:34:44 AM

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About the Author
  • Gregory Kelly
    Penn State University
    E-mail Author
    GREGORY KELLY is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning. This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education. Greg teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning science in secondary schools. He serves as the section co-editor for Learning in the journal Science Education. Recent publications include: Brown, B. A., Reveles, J. M., & Kelly, G. J. (2005). Scientific literacy and discursive identity: A theoretical framework for understanding science learning. Science Education, 89, 779-802. Kelly, G. J. (2005). Discourse, description, and science education. In R. Yerrick & W.-M. Roth (Eds.), Establishing Scientific Classroom Discourse Communities: Multiple Voices of Research on Teaching and Learning (pp. 79-108). Mahwah, NJ: Lawrence Erlbaum.
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