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Contrasting Orientations: STSE for Social Reconstruction or Social Reproduction?
Author(s) -
Barrett Sarah Elizabeth,
Pedretti Erminia
Publication year - 2006
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2006.tb18082.x
Subject(s) - curriculum , ideology , government (linguistics) , scientific literacy , reproduction , pedagogy , mathematics education , psychology , science education , sociology , political science , biology , politics , ecology , linguistics , philosophy , law
Over the last 20 years, science‐technology‐society‐environment education (STSE) education has been advocated as a way to advance scientific literacy. However, STSE education represents a broad range of ideologies and orientations. The purpose of this study was to compare and contrast two different science curricula through a case study approach. This study followed three classroom teachers from Ontario who decided to write a locally developed STSE course to replace the one that the government had discontinued. Through an analysis of the current government mandated STSE curricula and the proposed STSE curriculum, two distinct orientations emerged: social reconstruction and social reproduction. The analysis work suggests that these two orientations have fundamental philosophical differences and are irreconcilable. The paper concludes with a discussion about the implications for science educators.