logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Eurasian Society of Educational Research
Headquarters
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Research Article

Scientific Culture and Education Sector: Literacy, Understanding, or Engagement?

Marianella Maxera , Lucía Álvarez-Blanco

Scientific culture has been a concern for decades in the developed world, giving rise to conceptual changes known as paradigms. The first one is the l.

S

Scientific culture has been a concern for decades in the developed world, giving rise to conceptual changes known as paradigms. The first one is the longstanding literacy paradigm, defined by the skills and knowledge acquired at the education institution. It has been followed by the public understanding of science paradigm, related to the scientific understanding and an allegedly subsequent positive attitude towards science. Lastly, the engagement with science paradigm or science and society paradigm involves people's implications about the science-technology controversies with significant social impact. This article reflects how science teaching has evolved along the years in line with the scientific culture's conceptual shifts. It is concluded that this triad of paradigms is thus of a school nature, given that educational fields have suffered from transformation processes under the same vision of the world (world view), which has also changed the concept of scientific culture. Individuals in a research community learn ways of thinking, feeling and acting and therefore cannot help feeling a liking for what is short-lived and has not taken roots, both inside and outside the school in our postmodern age

Keywords: Literacy, paradigm, science teaching models, scientific culture, world view.

cloud_download PDF
Cite
Article Metrics
Views
450
Download
800
Citations
Crossref
0

Scopus
0

References

Albe, V. (2015). Science for citizenship. In R. Gunstone (Ed.), Encyclopedia of Science Education (pp. 904–905). Springer. https://doi.org/10.1007/978-94-007-2150-0

Alcíbar, M. (2015). Comunicación pública de la ciencia y la tecnología: una aproximación crítica a su historia conceptual [Public communication of science and technology: a critical approach to its conceptual history]. Arbor, 191(773), 1-13. https://doi.org/10.3989/arbor.2015.773n3012

Alsop, S., & Bencze, L. (2014). Activism! Toward a more radical science and technology education. In J. Bencze & S. Alsop (Eds.), Activist science and technology education (pp. 1-19). Springer. https://doi.org/10.1007/978-94-007-4360-1_1

Bauer, M. W. (2017). No time for experts? Trust in science after the BREXIT vote of 23 June 2016. In B. Schiele & J. LeMarec (Eds.), Cultures of Science (pp. 91-99). Acfas.

Bauman, Z. (2013). Culture in a liquid modern world. John Wiley & Sons.

Bauman, Z. (2015). Los retos de la educación en la modernidad líquida [The challenges of education in liquid modernity]. Editorial Gedisa.

Bencze, L., Carter, L., Groleau, A., Krstovic, M., Levinson, R., Martin, J., Martins, E., Pouliot, C., & Weinstein, M. (2019). Promoting students’ critical and active engagement in socio-scientific problems: inter-trans-national perspectives. In E. McLoughlin, O. Finlayson, S. Erduran & P. Childs. (Eds.). Bridging research and practice in science education. Contributions from science education research (pp. 171-188). Springer. https://doi.org/10.1007/978-3-030-17219-0_11

Bybee, R. (2015). Scientific literacy. In R. Gunstone (Ed.), Encyclopedia of science education. Springer. https://doi.org/10.1007/978-94-007-2150-0_178

Cairns, R. (2020). Recognizing, reproducing and resisting West as method discourse: An analysis of senior secondary Asia-related history curriculum enactment. Journal of Curriculum and Pedagogy, 18(1), 211-44. https://doi.org/10.1080/15505170.2020.1764413

Chevallard, Y. (1991). La transposición didáctica. Del saber sabio al saber enseñado [The didactic transposition. From wise knowledge to taught knowledge]. Aique.

Colucci-Gray, L., Burnard, P., Gray, D., & Cooke, C. (2019). A critical review of STEAM (Science, Technology, Engineering, Arts, and Mathematics). In P. Thomson (Ed.), Oxford research encyclopedia of education (pp. 1-26). Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093 .013.398

Cortassa, C. (2016). In science communication, why does the idea of a public deficit always return? The eternal recurrence of the public deficit. Public Understanding of Science, 25(4), 447-459. https://doi.org/10.1177/0963662516629745

Cotton, D. R. E., Zhai, J., Miller, W., Dalla-Valle, L., & Winter, J. (2021). Reducing energy demand in China and the United Kingdom: the importance of energy literacy. Journal of Cleaner Production, 278(1), 123876. https://doi.org/10.1016/j.jclepro.2020.123876

Díaz-Moreno, N., & Jiménez-Liso, R. (2014). Las controversias sociocientíficas como contexto en la enseñanza de las ciencias [Socio-scientific controversies as a context in science education]. In M. A. de las Heras, A. Lorca, B. Vázquez, A. M. Wamba & R. Jiménez (Eds.), Actas del XXVI Encuentros Didáctica de las Ciencias Experimentales (pp. 693-701). Departamento de Educación, Universidad de Almería. https://bit.ly/3ocLupB

Dorfman, E. (2019). Changing epistemologies in the museum: An evolving relationship with nature. Museum International71(1-2), 30-37. https://doi.org/10.1080/13500775.2019.1638024

Ferreira, A. (2020). Dilemmas, conflicts, and worldview diversity: Exploring the relevance of Clare Grave’s legacy for planning practice and education. Journal of Planning Education and Research. Advance online publication https://doi.org/10.1177/0739456X20940797

Freire, P. (2010). Pedagogía del compromiso [Pedagogy of commitment]. Hipatia.

Goldenberg, M. (2016). Public misunderstanding of science? Reframing the problem of vaccine hesitancy. Perspectives on Science, 24(5), 552-581. https://doi.org/10.1162/POSC_a_00223

Gupta, A. (2020). Preparing teachers in a pedagogy of third space: A postcolonial approach to contextual and sustainable early childhood teacher education. Journal of Research in Childhood Education34(1), 43-58. https://doi.org/10.1080/02568543.2019.1692108

Hardy, G. H. (2005). A mathematician's apology. University of Alberta Mathematical Sciences Society. https://binged.it/3qIk1PD

Harvey, D. (1990). The condition of postmodernity. Blackwell.

Janes, R. R., & Sandell, R. (Eds.). (2019). Museum activism. Routledge. https://doi.org/10.4324/9781351251044

Jooste, N., & Heleta, S. (2017). Global citizenship versus globally competent graduates: A critical view from the South. Journal of Studies in International Education21(1), 39-51. https://doi.org/10.1177/1028315316637341

Jung, J.-H. (2018). Decolonizing educational/curriculum studies in East Asia: Problematizing shadow education in South Korea. Inter-Asia Cultural Studies, 19(2), 269-281. https://doi.org/10.1080/14649373.2018.1463074

Kim, H. K., & Kim, Y. (2019). Risk information seeking and processing about particulate air pollution in South Korea: The roles of cultural worldview. Risk Analysis39(5), 1071-1087. https://doi.org/10.1111/risa.13231

Kreimer, P. (2015). Public understanding of science and social studies of science: convergence or parallel paths? In B. Schiele, J. Le Marec & P. Baranger (Eds.), Science Communication Today. Current Strategies and Means of Action (pp. 83-98). Presses Universitaires.

Kreimer, P. (2017). Los estudios sociales de la ciencia y la tecnología: ¿son parte de las ciencias sociales? [Social studies of science and technology: are they part of the Social Sciences?]. Teknokultura, 14(1), 143-162. http://doi.org/10.5209/TEKN.55727

Kreimer, P., & Vessuri, H. (2018). Latin American science, technology, and society: a historical and reflexive approach. Tapuya: Latin American Science, Technology and Society1(1), 17-37. https://doi.org/10.1080/25729861.2017.1368622

Kumar, A. (2019). Curriculum as a process of conditioning in Asia: Ideology, politics, and religion. In A. Kumar (Ed.), Curriculum in International Contexts (pp. 113-149). Palgrave MacMillan. https://doi.org/10.1007/978-3-030-01983-9_5

Kumar, P. V. S. (2016). Social Sciences in the public understanding of science. Journal of Scientific Temper, 4(3-4), 167-187. https://binged.it/3bPYj3F

Larkin, D.-B. (2019). Attending to the public understanding of science education: A response to Furtak and Penuel. Science Education, (103), 1294-1300. https://doi.org/10.1002/sce.21537

Lyall, C., & Tait, J. (2019). Beyond the limits to governance: New rules of engagement for the tentative governance of the life sciences. Research Policy, 48(5), 1128-1137. https://doi.org/10.1016/j.respol.2019.01.009

Makkreel, R. A. (2021, June 15). Wilhelm Dilthey. The Stanford Encyclopedia of Philosophy. https://stanford.io/30cUUcX

Maleki, F., & Davari, R. (2020). The concept of humanities in the late thought of Wilhelm Dilthey. Occidental Studies10(2), 219-242. https://bit.ly/3C0vegq

Martins, I. P. (2020). Revisitando orientações CTS|CTSA na educação e no ensino das ciências [Reviewing STS|STSE Guidelines in Education and Science Teaching]. APEduC Revista - Investigação e Práticas em Educação em Ciências, Matemática e Tecnologia, 1(1), 13-29. http://hdl.handle.net/10773/31870

Naugle, D. K. (2002). Worldview: The history of a concept. Eerdmans Publishing.

Nery, J. A. (2020). La epistemología social de Thomas Popkewitz [The social epistemology of Thomas Popkewitz]. Perfiles Educativos42(170), 154-168. https://doi.org/10.22201/iisue.24486167e.2020.170.59321

Nielsen, K. H. (2018). Ideas, politics and practices of integrated science teaching in the global Cold War. BJHS Themes, 3, 167-189. https://doi.org/10.1017/bjt.2018.1

Nikolaeva, A. D., Filin, S. A., & Davaasurengiyn, D. (2019). Modern teacher’s worldview and ethics in the context of technological paradigms (case study of a national region of Russia). In V. Mantulenko (Ed.), SHS Web of Conferences71 (pp. 05005). https://doi.org/10.1051/shsconf/20197105005

Orozco, C. E. (2018). Diez años de investigación de la comunicación pública de la ciencia en y desde América Latina. Un estudio en tres revistas académicas (2008-2017) [Ten years of research on the public communication of science in and from Latin America. A study in three academic journals (2008-2017)]. Journal of Science Communication, América Latina, 1(1), 1-20. https://doi.org/10.22323/3.01010202

Park, J. (2017). Knowledge production with Asia-centric research methodology. Comparative Education Review61(4), 760-779. https://doi.org/10.1086/693980

Pedretti, E., & Iannini, A. M. N. (2021). Towards fourth-generation science museums: Changing goals, changing roles. Canadian Journal of Science, Mathematics and Technology Education, 20(4), 700–714. https://doi.org/10.1007/s42330-020-00128-0

Pestre, D., & Bonneuil, C. (2015). Histoire des sciences et des savoirs, t. 3: le siècle des technosciences [History of science and knowledge, vol. 3: the century of Technosciences]. Le Seuil. https://bit.ly/3qygPGr

Piaget, J., & García, R. (1982). Psicogénesis e historia de la ciencia [Psychogenesis and history of science]. Siglo XXI.

Popkewitz, T. (1994). Política, conocimiento y poder: algunas cuestiones para el estudio de las reformas educativas [Politics, knowledge and power: some issues for the study of educational reforms sychogenesis and history of science]. Revista de Educación305(1), 1-29. https://binged.it/3BVGFpQ

Popkewitz, T. S., & Huang, J. (2021). Rethinking critical theory and the study of education: contributions of the ‘Posts/New Materialism’. In R. Tierney, F. Rizvi, K. Ercikan & G. Smith (Eds.), International Encyclopedia of Education (pp. 1-24). https://doi.org/10.13140/RG.2.2.32530.99528

Rahmawati, L. (2016). Teaching language and world vision: As a cross-cultural communication. Educatio: Journal of Education, 1(2), 171-188. https://core.ac.uk/reader/229765773

Sanz-Merino, N., & Tarhuni-Navarro, D. H. (2019). Attitudes and perceptions of Conacyt researchers towards public communication of science and technology. Public Understanding of Science, 28(1), 85-100. https://doi.org/10.1177/0963662518781466

Schwinger, J. S. (2002). Einstein's legacy: the unity of space and time. Courier Corporation.

Seakins, A., & Hobson, M. (2017). Public understanding of science. In K. S. Taber & B. Akpan (Eds.), Science education. New directions in Mathematics and Science Education (pp. 443-452). Sense Publishers. https://doi.org/10.1007/978-94-6300-749-8_32

Seethaler, S., Evans, J. H., Gere, C., & Rajagopalan, R. M. (2019). Science, values, and science communication: Competencies for pushing beyond the deficit model. Science Communication, 41(3), 378-388. https://doi.org/10.1177/1075547019847484

Sharma, N. (2018). Global citizenship education and Non-Western perspectives. In N. Sharma (Ed.), Value-creating global citizenship education (pp. 43-55). Palgrave Pivot. https://doi.org/10.1007/978-3-319-78244-7_3

Shih, Y.-H. (2018). Some critical thinking on Paulo Freire’s critical pedagogy and its educational implications. International Education Studies, 11(9), 64-70. https://doi.org/10.5539/ies.v11n9p64

Simis, M. J., Madden, H., Cacciatore, M. A., & Yeo, S. K. (2016). The lure of rationality: Why does the deficit model persist in science communication? Public Understanding of Science, 25(4), 400-414. https://doi.org/10.1177/0963662516629749

Simonneaux, L. (2014). From promoting the techno-sciences to activism – a variety of objectives involved in the teaching of SSIs. In L. Bencze & S. Alsop (Eds.), Activist Science and Technology Education (pp. 99-111). Springer. https://doi.org/10.1007/978-94-007-4360-1_6

Singh, S., & Singh, S. (2016). What is scientific literacy: A review paper. International Journal of Academic Research and Development, 1(2), 15-20. https://bit.ly/3ETpgji

Sjöström, J., & Eilks, I. (2018). Reconsidering different visions of scientific literacy and science education based on the concept of Bildung. In Y. Dori, Z. Mevarech & D. Baker (Eds.), Cognition, metacognition, and culture in STEM education. Innovations in science education and technology (pp. 65-88). Springer. https://doi.org/10.1007/978-3-319-66659-4_4

Smallman, M. (2014). Public understanding of science in turbulent times III: Deficit to dialogue, champions to critics. Public Understanding of Science, 25(2), 186-197. https://doi.org/10.1177/0963662514549141

Southerland, S. A., & Settlage, J. (2019). An invitation into an ongoing conversation: Revealing different perspectives on some of the fundamental assumptions of the work of science educators. Science Education, 103(5), 1277-1279. https://doi.org/10.1002/sce.21539

Sverdlick, I. (2019). Inclusión educativa y derecho a la educación: La disputa de los sentidos [Educational inclusion and the right to education: The senses in dispute]. Archivos Analíticos de Políticas Educativas, 27(26), 1-24. https://doi.org/10.14507/epaa.27.3197

Thuillier, P. (1990). De Arquímedes a Einstein: las caras ocultas de la invención científica [From Archimedes to Einstein: the hidden faces of scientific reasearch]. Alianza Editorial.

Tomasevski, K. (2004). El asalto a la educación [The assault on education]. Intermon Oxfam.

Underhill, J. (2009). Humboldt, worldview and language. Edinburgh University Press. https://doi.org/10.3366/edinburgh/9780748638420.001.0001

United Nations Educational, Scientific and Cultural Organization. (2015). Global citizenship education: Topics and learning objectives. UNESCO. https://binged.it/3wumUnT

Von Korff, J. (2016). Secondary analysis of teaching methods in introductory physics: A 50 k-student study. American Journal of Physics, 84, 969-974. https://doi.org/10.1119/1.4964354

Wang, C., & Hoffman, D. M. (2016). Are we the world? A critical reflection on selfhood in US global citizenship education. Education Policy Analysis Archives24(56), 1-22. https://doi.org/10.14507/epaa.24.2152

Zeng, J., Jiang, M., & Yuan, M. (2020). Environmental risk perception, risk culture, and pro-environmental behavior. International Journal of Environmental Research and Public Health17(5), 1750. https://doi.org/10.3390/ijerph17051750

...