School_science-A_Questionable_Construct - This article was...

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This article was downloaded by:[University of Pretoria] On: 4 September 2007 Access Details: [subscription number 778577025] Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Journal of Curriculum Studies Publication details, including instructions for authors and subscription information: School science: a questionable construct? Online Publication Date: 01 June 2007 To cite this Article: Jenkins, Edgar (2007) 'School science: a questionable construct?', Journal of Curriculum Studies, 39:3, 265 - 282 To link to this article: DOI: 10.1080/00220270701245295 URL: PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: This article maybe used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. © Taylor and Francis 2007
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Downloaded By: [University of Pretoria] At: 19:23 4 September 2007 J . CURRICULUM STUDIES , 2007, VOL . 39, NO . 3, 265–282 Journal of Curriculum Studies DOI: 10.1080/00220270701245295 School science: a questionable construct? EDGAR JENKINS Taylor and Francis Ltd TCUS_A_2 4 42.sgm 10.1080/0 2 0270701245295 Journal of Cur iculum Studies 0 2 -0272 (print)/136 -5839 (online) Original Article 20 7 0 0 0 April 20 6 Profes or EdgarJenkins [email protected] I explore the emergence of science and scientific method as political constructs in the 19th century and argue that the associated rhetoric continues to have significant consequences for contemporary school science education. It allows science to be promoted as a coherent curriculum component and fosters an untenable but enduring notion of a unifying scientific method that ignores important philosophical, conceptual, and methodological differences between the basic scientific disciplines. It also fails to reflect the profound shifts that have taken place in the scale and nature of science since the end of the Second World War. As a result, school science faces a number of challenges that have not received the scholarly atten-
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School_science-A_Questionable_Construct - This article was...

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