Humanistic School Science: Research, Policy, Politics and Classrooms

Autor/in	Aikenhead, Glen S.
Titel	Humanistic School Science: Research, Policy, Politics and Classrooms
Quelle	In: Science Education, 107 (2023) 2, S.237-260 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aikenhead, Glen S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21774
Schlagwörter	Secondary School Science; Science Education; High Schools; Educational Change; Equal Education; Student Diversity; Science and Society; Humanistic Education; Educational History + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; High school; Oberschule; Bildungsreform; Humanistische Bildung; History of education; Bildungsgeschichte
Abstract	This article establishes a rational, feasible, and necessary conclusion to reform high school science content into an equitable experience for its wide diversity of students' self-identities. Research indicates that 85% of graduates would not normally have enrolled in any science course unless required. Their values are more aligned with their everyday world and/or the world of the humanities, to varying degrees. The 15% had already fulfilled their science prerequisite for postsecondary science-related programs, to varying degrees. The article's conclusion rests mainly on historical and economic evidence, respectively: (1) The Sputnik crisis that instilled public fear and anxiety about the perceived technological gap between the United States and Soviet Union. This led to reforming high school science and implementing National Aeronautics and Space Administration. (2) The on-growing climate-change crisis for which the smart international money is increasingly investing in sustainable businesses and industries, which catalyze a shift in public values from the current "profit society" to a "sustainable society." The article's rationale connects the two historical events. Over the past 30 years, the nature of normal science has evolved into post-normal science. Today the public square also includes: (a) an international assessment project that receives a negative validity audit in this article; (b) a vocal small minority within the 85%, proud of their antiscience self-identities and their leaders' hostile behavior (a problem to ameliorate by a reformed sustainable science education); and (c) instances of small-scale, suitable reform examples developed over the last 70 years, often referred to as humanistic school science. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01