scholarly journals Articulations and tensions between General Didactics and Science Education: some analytical perspectives

2021 ◽  
Vol 25 (1) ◽  
pp. 1-21
Author(s):  
Sofía Picco ◽  
◽  
Silvina Cordero ◽  
◽  
Keyword(s):  
Social Justice ◽  
Science Education ◽  
Teaching Practices ◽  
Sociology Of Science ◽  
Fluid Exchange ◽  
Substantial Impact ◽  
Interdisciplinary Work ◽  
General Didactics ◽  
Different Dimensions ◽  
Political Project

The relationships between General Didactics (GD) and content-specific Didactics (CED), in this case, Science Education (SE) have proven to be fertile in theoretical-epistemological terms. But despite the progress in the consolidation of a fluid exchange, there are still controversial dimensions to continue deepening. For this reason, we analyze, from own four perspectives, different dimensions and problems in order to identify and problematize articulations and emerging tensions in debates around GD and SE. The analysis perspectives that we construct are: 1- sociology of science; 2- historical-contextual; 3- investigation and / or intervention; and 4- curricular-institutional. Among other conclusions, we visualize a series of challenges to face, mainly related to the consolidation of a rich and fruitful interdisciplinary work that has a substantial impact on the improvement of teaching practices, from a socio-political project in which values of social justice prevail.

scholarly journals TEACHING PRACTICES IN SCIENCE EDUCATION RELATED TO CHEMICAL USAGE, THEIR HAZARDS AND RISKS

2021 ◽  
Vol 17 (2) ◽  
pp. 482-483
Author(s):  
Bethanie Carney Almroth ◽  
Noomi Asker ◽  
Giedrė Ašmonaitė ◽  
Lina Birgersson ◽  
Frida Book ◽  
...  
Keyword(s):  
Science Education ◽  
Teaching Practices ◽  
Chemical Usage

scholarly journals Confronting repressive ideologies with critical pedagogy in science classrooms

2021 ◽  
Author(s):  
Wilton Lodge
Keyword(s):  
Social Justice ◽  
Science Education ◽  
Critical Pedagogy ◽  
Science Teaching ◽  
Classroom Discourse ◽  
Science Learning ◽  
Educational Practice ◽  
Political Activity ◽  
Science Classrooms ◽  
Free Process

AbstractThe focus of this response to Arthur Galamba and Brian Matthews’s ‘Science education against the rise of fascist and authoritarian movements: towards the development of a Pedagogy for Democracy’ is to underpin a critical pedagogy that can be used as a counterbalancing force against repressive ideologies within science classrooms. Locating science education within the traditions of critical pedagogy allows us to interrogate some of the historical, theoretical, and practical contradictions that have challenged the field, and to consider science learning as part of a wider struggle for social justice in education. My analysis draws specifically on the intellectual ideas of Paulo Freire, whose work continues to influence issues of theoretical, political, and pedagogical importance. A leading social thinker in educational practice, Freire rejected the dominant hegemonic view that classroom discourse is a neutral and value-free process removed from the juncture of cultural, historical, social, and political contexts. Freire’s ideas offer several themes of relevance to this discussion, including his banking conception of education, dialog and conscientization, and teaching as a political activity. I attempt to show how these themes can be used to advance a more socially critical and democratic approach to science teaching.

scholarly journals DESARROLLO Y EVALUACIÓN DE LOS PROCESOS DE RAZONAMIENTO COMPLEJO EN CIENCIAS

2017 ◽  
Author(s):  
Fidel Antonio Cárdenas Salgado
Keyword(s):  
Science Education ◽  
Creative Thinking ◽  
Interdisciplinary Work ◽  
The Past ◽  
Desirable Outcome ◽  
Assessment Tasks ◽  
Complex Reasoning ◽  
Teachers And Parents ◽  
Science Educators ◽  
The Impact

Despite the enhanced importance given by science educators and researchers toevaluation in sciences in the past, the search for better and more reliable assessingprocesses is nowadays a research priority.Although the areas of science to be assessed have been generally accepted asincluding knowledge of concepts and facts, process skills, science thinking, problemsolvingskills, abilities reeded to manipulate laboratoty equipment and the dispositionof students to apply scientific knowledge, the impact of assessment on students,teachers and parents has not been overlooked. However, advances in cognitivepsychology, science education and research on assessment on science are callingfor new dimensions, such as complex reasoning, to be researched in the field.Complex reasoning is a competence included as a desirable outcome of Scienceeducation in many Science curricula and is characterized by the following attributes:problem-solving, decision-making and critical and creative thinking. This paperpresents a theoretical framework fon assessment in science involving thedevelopment of competencies through science education and emphasizes complexreasoning. A working model to categorize assessment tasks in complex reasoning isdescribed and some of the main questions to be researched in the une are stated.The need for interdisciplinary work as well as close interaction with other unes ofinvestigation has also been put forward.It is the main objective of this line of nesearch to explore and propose moresystematic assessment processes in science education to trace the evolution ofstudents understandings and achievements mainly in secondary schools.

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