Readings
Readings
Haraway, D. (1991) Simians, Cyborgs, and Women : The Reinvention of Nature. Routledge.
Joseph C. Pitt. (2000). Thinking about technology: Foundations of
the philosophy of technology. New York.
Raizen, S. A., Sellwood, P., Todd, R. D., & Vickers, M. (1995). Technology education in the classroom: Understanding the designed world. San Francisco: Jossey-Bass Publishers.
Cajas, F. (2000). Introducing
technology in science education: The case of Guatemala.
Sandra Harding. 1991. Whose science? Whose knowledge? Cornell Univ. Press.
Shurin, J., Gergel, S. , Kaufman, D., Post, D., Seabloom, E., & Williams, J. (Jan, 2001). In defense of ecology. The Scientist 15, 2:6.
VonTobel, R. (1989). Two ways of knowing. Caribou News, 9(2).
Lederman, N. G., Abd-El-Khalick, F., Bell R. F., Schwartz, R. F., &
Akerson, V. L. (2001) Assessing the Un-assessable: Views of Nature of
Science Questionnaire. NARST Paper
Solomon & Aikenhead (Eds.) (1994). STS Education: International Perspectives on Reform. Teachers College Press.
Bybee (1993). Reforming Science Education: Social Perspectives and Personal Reflections. Teachers College Press.
Hurd (1997). Inventing Science Education for the New Millenium. Teachers College Press.
Yager, R. E. (Ed.) (1993).The science, technology, society movement. National Science Teachers Association.
Harms, N. C., & Yager, R. E. (Eds.). (1981). What research says to the science teacher (Vol. 3). Washington, DC: National Science Teachers Association.
Yager, R. E. (1996). Science/technology/society as reform in science education. Albany, NY: State University of New York Press.
Kumar, D. D. & Chubin, D. E. (Eds.). (2000). Science,
technology and society: A sourcebook on research and practice.
New York: Kluwer
Academic/Plenum Publishing.
Theory into Practice. (Autumn, 1991) Science, Technology, Society: Challenges
Theory into Practice. (Winter, 1991) Science, Technology, Society: Opportunities
(*
indicates common articles we have read)
Waks, L.J. (1992). The responsibility spiral: A curriculum framework for STS education. Theory into Practice, 31, 13-19.
Wells, G. (June, 1998) Dialogue and the development of the agentive individual: An educational perspective. ISCRAT98. Symposium entitled, Human agency in cultural-historical approaches: Problems and perspectives. Aarhus: Denmark.
Williams, B. (1994). Teacher-assisted STS learning. In J. Solomon & G. Aikenhead (Eds.) STS education: International perspectives on reform . NY: Teachers College Press.
Yager, R. E., & Roy, R. (1993). STS: Most pervasive and most radical of reform approaches to “science” Education. In R.E. Yager (Ed.) The science, technology, society movement (pp. 7-13). National Science Teachers Association.
Mitchener, C.P., & Anderson, R.D. (1989). Teachers’ perspective: Developing and implementing an STS curriculum. Journal of Research in Science Teaching, 26, 351-369.
McGinnis, J.R., & Simmons, P. (1999). Teachers’ perspectives of teaching science-technology-society in local cultures: A sociocultural analysis. Science Education, 83, 179-211.
McLaren, M., Yorks, K., Yukish, D., Ditty, T., Rubba, P., & Wiesenmayer, R. (1994). Taking actions on global warming: What middle school students have done. Bulletin of Science, Technology & Society, 14, 88-96.
*Anderson, Greeno, Reder, & Simon (2000). Perspective on learning, thinking, and activity. Ed Researcher, 29 (4)
Costa, V. (1995). When science is “another world”: Relationships between worlds of family, friends, school, and science. Science Education, 79(3), 313-333.
Cobern, W. (1996). Worldview theory and conceptual change in science education. Science Education, 80(5), 579-610.
Cobern, W. (1997). Distinguishing science-related variations in the causal universal of college students' worldviews. Electronic Journal of Science Education., 3.
Pomeroy, Deborah. 1994. Science Education and Cultural Diversity: Mapping the Field. Studies in Science Education.
Good (1999) (Ed). The purposes of schooling in America. Elementary School Journal, 99, 5, 383 - 389.
Pedretti, E. (1996). Learning about science, technology, and society (STS) through an action research project: Co-constructing an issues-based model for STS education. School Science and Mathematics, 96, 432-440.
Lemke, J. L. (April 1992). The missing context in science education: Science. Paper presented at a multi-disciplinary symposium entitled, In search of inquiry, at AERA, Atlanta, GA. Arlington VA: ERIC Documents Service (ED 363511), 1994.
Lesko, N. (1996). Past, present, and future conceptions of adolescence. Educational Theory, 46(4).
Rubba, P.A. (1991). Integrating STS into school science and teacher education: Beyond awareness. Theory into Practice, 30, 303-308.
Shafer, L. (1999). Cultural approaches to looking at International Schools. George Mason University.
Hawkins, J. & Pea, R. D. (1987). Tools for bridging the cultures of everyday and scientific thinking. Journal of Research in Science Teaching, 24(4), 291-301.
Ensuring Equity with Alternative Assessments
Lemke. (2000). Encounters with Complementary Perspectives in Science Education Research. [from Articulating Communities: Sociocultural Perspectives on Science Education. Journal of Research in Science Teaching - Special Section: Perspectives on Learning Science, D. Wong (Ed.)]
Fleer, Children's Alternative Views: Alternative to what? (Highly recommended)
Knapp, Situated Learning: Red-Eye Milton and the Loom of Learning English
Aikenhead, Consequences to Learning Science Through STS: A Research Perspective
*King, Examination of the Science-Technology-Society Approach to the Curriculum.
* Brown, Collins, & Duguid, Situated Cognition and the Culture of Learning
Little, "Between Positivism And Relativism: A Middle Path For Public Administration"
Aikenhead, STS Science In Canada: From Policy To Student Evaluation
Monke, The Diversity Myth
Gibbs and Fox, The False Crisis in Science Education
Ogawa. Science as the Culture of Scientists: How to Cope with Scientism?
Aikenhead & Jegede, Cross-Cultural Science Education: A Cognitive Explanation of a Cultural Phenomenon.
*Aikenhead, Science Education: Border Crossing into the Subculture of Science.
Heaney, Learning to Control Democratically: Ethical Questions in Situated Adult Education
Rønholt, Learning in a Community of Practice?
*Brown & Duguid, Stolen Knowledge
*Wells, Dialogue and the Development of the Agentive Individual: An Educational Perspective
Clancey, A tutorial on situated learning.
Zakari, Situated Learning And Learning As Design: Two Ways To Enculturate Learning
Roth, et al., Coparticipation as Mode for Learning to Teach Science
Hildebrand, Con/testing Learning Models
Scott-Sheldon, Situated Learning Defined
The Critical Theory of Jurgen Habermas
The Critical Theory of Jurgen Habermas #2
*Lave & Wenger , Situated Learning: Legitimate Peripheral Participation. (Overview)
Martin & Zlotolow, The Role of the Change Agent in Systemic Change.
Education Through the Eyes of a Physicist
Scientists and Science Education Reform: Myths, Methods, and Madness
National Science Education Standards
Lawrence, C. L., & Yager, R. E., (1997). A state of change: Images of science education reform. Five videos and accompanying print material. Annenberg/CPB Math and Science Collection.
Camping with the Prince and Other Tales of Science in Africa. Thomas Bass. Reprint by Moyer Bell (Providence, 1997). ISBN 1-55921-206-3. $14. 282 pp.
When prompted to think about science in Africa, one tends to consider the search for the missing links in the human lineage, begun in the Rift Valley and now drifting northwards into Ethiopia. COr one might consider evolutionary studies to interpret the startling diversity of cichlid fish in Lake Malawi. In these cases, Western researchers have been led by their topic to the great continent. Thomas Bass describes these investigations in compelling narratives, telling us what motivates the researchers, what guides their speculative hunches, and what practical obstacles they encounter in foreign lands.
But far more intriguing are the cases that involve African scientists -- or Africans who have developed knowledge that often surpasses the conclusions of Western scientists hoping to help out" in Africa. The Rockefeller Foundation, for example, in its noble efforts to alleviate world hunger through a green revolution," sponsored breeding research worldwide on crop plants. While their efforts were sometimes successful elsewhere, they failed miserably in Africa. Researchers trained in Western methods were not ready to deal with the poor soils of Africa; they did not address problems for a culture that could not afford expensive farm machinery, fertilizers or pesticides. Current researchers at the International Institute for Tropical Agriculture in Nigeria, by contrast, "listen" to the local context and one can begin to see just how culture can shape science. With different relevant questions, different theoretical over-tones emerge. Agricultural research in Africa has led to intriguing ecological questions as posed by mixing crops, multilevel farming and natural pest control. IITA researchers worry about tools that women, who do much of the farmwork, can wield and use effectively.
In a similar way, sociologists trying to decipher complex land use patterns in the inland Niger River Delta, found that the traditions of shifting land rights practiced as a result of long historical negotiations were close to optimal. When one sees such "conclusions" arising without the formalities of modern research methods, one pauses to consider just what "the" scientific method (as advertised) yields and what counts as science (compare to Chinese knowledge of acupuncture, pp. 8-13). Traditional African farming methods are beginning to serve as models for more industrialized nations concerned with sustainability: what does this tell us about agricultural "science" in our culture?
These are items for reflection in a book that is basically a collection
of seven "tales." Disregard the cumbersome title: the stories are extremely
engaging. The narrative format itself allows the reader to appreciate the
full texture of doing science -- and Bass captures well the adventure of
the enterprise as much as the importance of the science. Besides those
mentioned, the cases examine a global center for research on insect pests
and diseases, studies of nomadic famine, and virus hunting (beyond Ebola
of "The Hot Zone"!). All reveal something of the flavor of doing science
and of doing science in a way that varies from the familiar Western patterns
-- sometimes subtly, sometimes dramatically.
Peat, Blackfoot Physics and European Minds
Peat, Blackfoot Physics: A Journey into the Native American Universe (Chapter 1 and Abstract)
Andrews, Western Science Learns From Native Culture. The Scientist, 6(6).
Recording and Using Indigenous Knowledge: A Manual. International Institute of Rural Reconstruction, Silang, Cavite, Philippines.
International
Center for Agricultural Research in the Dry Areas (ICARDA). (1999).
Chris L. Lawrence
cllawren@mailer.fsu.edu