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Inventing Science Education for the New Millenium

reviewed by Kimberley Yang & Angela Calabrese Barton - 2001

coverTitle: Inventing Science Education for the New Millenium
Author(s): Paul Dehart Hurd
Publisher: Teachers College Press, New York
ISBN: 0807736716, Pages: 110, Year: 1997
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As we approach the new millennium, many people see science as the path to a more literate society. Paul DeHart Hurd provides us with an historical monograph on science, society, and education in the United States. More importantly, Hurd summarizes the need to make science work for society instead of forcing society to cater to the needs of science. He suggests, quite poignantly, that the only way to ensure this is through education. Hurd's greatest contribution is his in-depth understanding of the history of science and science education built through decades of experience and study. The book reminds the reader that the science education reform initiatives in the United States that focus on a new vision of connecting students to science have been an important part of making science a tangible and pertinent topic for students. Furthermore, Hurd reminds us that science and hence science education reform is part of a broader change in our outlook on education and society. To make this point, Hurd goes... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 103 Number 1, 2001, p. 24-25
https://www.tcrecord.org ID Number: 10475, Date Accessed: 9/25/2021 5:55:59 PM

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About the Author
  • Kimberley Yang
    Adelphi University
    E-mail Author
    Kimberley Yang is an assistant professor in science education at Adelphi University. She was a science teacher in the South Bronx of New York City prior to enrolling in graduate school. Her interests lie in teaching science in a constructivist perspective in order to have an inclusive science education for students for all backgrounds.
  • Angela Barton
    University of Texas
    E-mail Author
    Angela Calabrese Barton is an associate professor in the School of Education at the University of Texas. Her scholarly interests are science education and urban problems, and teacher research and radical curriculum theory. Recent publications include A Feminist Theory of Science Education (Teachers College Press) and Teaching science with homeless children: Pedagogy, representation and identity in the Journal of Research in Science Teaching.
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