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01-06-2015 | Forum | Issue 2/2015

Cultural Studies of Science Education 2/2015

The sociopolitical importance of genetic, phenomenological approaches to science teaching and learning

Journal:
Cultural Studies of Science Education > Issue 2/2015
Author:
Jesse Bazzul
Important notes
Lead Editor: C. Milne.
This review essay addresses Wolff-Michael Roth’s paper titled: Enracinement or The earth, the originary ark, does not move—on the phenomenological (historical and ontogenetic) origin of common and scientific sense and the genetic method of teaching (for) understanding.

Abstract

This article discusses Wolff-Michael Roth’s theoretical framework for a phenomenological, genetic approach to science teaching and learning based on the work of Edmund Husserl. This approach advocates the inclusion of student lifeworlds in science education and underlines the importance of thinking about subjectivity in both science and science education. Roth’s phenomenological approach exposes several important social, political, and cultural questions for science education. Drawing from Edmund Husserl’s philosophy, social theorists, and science education literature, this article discusses some of these important concerns with the goal of highlighting the productive power of a phenomenological approach to science pedagogies.

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