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Between a Myth and a Hard Place: Situating School Science in a Climate of Critical Cultural Reform

Milne, C.E. and Taylor, P.C. (1998) Between a Myth and a Hard Place: Situating School Science in a Climate of Critical Cultural Reform. In: Cobern, W.W., (ed.) Socio-Cultural Perspectives on Science Education: An International Dialogue. Springer Netherlands, pp. 25-48.

Link to Published Version: http://dx.doi.org/10.1007/978-94-011-5224-2_3
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Abstract

Our experiences as teachers and educational researchers indicate a general enthusiasm amongst science teachers for constructivist-based teaching practices aimed at improving the quality of student learning. However, even when teachers believe that constructivism is an appropriate epistemology (or way of knowing), they struggle to implement and maintain teaching practices informed by constructivist theory (Taylor, 1996; Tobin, Davis, Shaw & Jakubowski, 1991; Vance & Miller, 1995). We believe that the difficulties experienced by science teachers in instituting constructivist-inspired changes in their classrooms can be explained, in large part, if school science is viewed as a cultural activity which is constrained by powerful and ubiquitous cultural myths.

Publication Type: Book Chapter
Publisher: Springer Netherlands
Copyright: 1998 Springer Science+Business Media Dordrecht
Other Information: Volume 4 of the series Science & Technology Education Library
URI: http://researchrepository.murdoch.edu.au/id/eprint/36599
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