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Science education in a multiscience perspective
Author(s) -
Ogawa Masakata
Publication year - 1995
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.3730790507
Subject(s) - perspective (graphical) , science education , multiculturalism , multicultural education , indigenous , science, technology, society and environment education , sociology , social science education , reflection (computer programming) , pedagogy , biology , ecology , computer science , artificial intelligence , programming language
The effects of the multiculturalism movement have emerged, especially in the West, in the form of multicultural science education. Multiculturalism can be a powerful and significant tool to reflect on science education and to improve classroom practices. However, this article argues that a “multiscience” perspective on science education affords richer implications for reflection and practice. A multiscience perspective recognizes the existence of various types of science at play in all science classrooms, especially personal science, indigenous science, and Western modem science. © 1995 John Wiley & Sons, Inc.