Abstract
If one thinks in terms of the commonplaces of science education which are, teacher, student, environment and subject-matter (Schwab, 1964), plurality and dialogism have introduced substantial changes in the first three commonplaces. The commonplace subject-matter has remained univocally focused on the scientific truth - an approach not in accordance with the nature of scientific knowledge. Given the issues raised about the effectiveness of science teaching and the need for scientific literacy amongst citizens, this paper attempts to provide a framework for introducing plurality and dialogism into subject-matter aligning the teaching of subject-matter with the nature of science. Science knowledge itself is considered as a culture and science knowledge is presented as a cultural structure in the process of science teaching. In accordance, the Cultural Content Knowledge (CCK) was introduced and exemplified (Galili, 2012). This paper is situated in physics but the approach can be applied to other natural sciences.
| Original language | English |
|---|---|
| Pages (from-to) | 1-13 |
| Number of pages | 13 |
| Journal | International Journal of Innovation in Science and Mathematics Education |
| Volume | 20 |
| Issue number | 2 |
| State | Published - 2012 |
Keywords
- Cultural content knowledge
- Discipline-culture structure of theory.
- Inclusion history and philosophy in science education