Uncritical framing : lesson and knowledge structure in school science
Contribuinte(s) |
Cole, David Pullen, Darren L. |
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Data(s) |
2009
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Resumo |
There is clearly contention over the shape and formation of science curriculum and over, ultimately, what will count as scientific knowledge, skill, capacity and world view. The Cold War set the policy context for an ongoing focus on science education across Western nations. Sputnik-era US and UK educational policy offered a broad premise for the purpose of school science: in a risky geopolitical environment, high levels of advanced scientific expertise were central to the national interest and necessary for the maintenance of military/industrial and technological power. Half a century on, in the context of global economic and environmental crisis, as a justification for digital, industrial and biomedical innovation, the rationale for the production of scientific capital is central to curriculum settlements and educational policy in Europe, Asia and the Americas. |
Formato |
application/pdf |
Identificador | |
Publicador |
Routledge |
Relação |
http://eprints.qut.edu.au/26344/1/c26344.pdf http://www.routledge.com/books/details/9780415801577/ Exley, Beryl E. & Luke, Allan (2009) Uncritical framing : lesson and knowledge structure in school science. In Cole, David & Pullen, Darren L. (Eds.) Multiliteracies in Motion : Current Theory & Practice. Routledge, London, pp. 17-41. |
Direitos |
Copyright 2010 Routledge |
Fonte |
Office of Education Research; Faculty of Education; School of Cultural & Language Studies in Education |
Palavras-Chave | #130200 CURRICULUM AND PEDAGOGY #science curriculum #science pedagogy #multliteracies #classification #framing |
Tipo |
Book Chapter |