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Journal of Science Teacher Education

Erschienen in:

18.07.2016 | Editorial

Humanitas Emptor: Reconsidering Recent Trends and Policy in Science Teacher Education

verfasst von: Dana L. Zeidler, Benjamin C. Herman, Michael P. Clough, Joanne K. Olson, Sami Kahn, Mark Newton

Erschienen in: Journal of Science Teacher Education | Ausgabe 5/2016

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We are facing a plethora of educational mandates, trends and policies in science teacher education. Such issues are intricately connected, are arguably synergistic with one another though not necessarily in an educative desirable manner, and appear to be the result of STEM-related initiatives including national reform documents such as the Next Generation Science Standards (NGSS Lead States, 2013). This editorial examines significant deleterious issues that have emerged unchecked, and seemingly embraced unwittingly, by the greater science education community, the public at-large, and even segments of the international science education community. Our claims are grounded in three main cases that are distinct, yet intertwined with one another. Collectively, they serve as a warning shot across the bow of those disregarding the sociocultural roots of education. Left unchecked, the issues we raise may at best deny a progressive understanding of schooling, or at worst, contribute to a kind of dominant subjective educational hegemony. …

Nächster Artikel Supporting Reform-Oriented Secondary Science Teaching Through the Use of a Framework to Analyze Construction of Scientific Explanations

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A version of this material first appeared in Clough and Olson (2016).

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Titel: Humanitas Emptor: Reconsidering Recent Trends and Policy in Science Teacher Education
verfasst von: Dana L. Zeidler
Benjamin C. Herman
Michael P. Clough
Joanne K. Olson
Sami Kahn
Mark Newton
Publikationsdatum: 18.07.2016
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 5/2016
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-016-9481-4

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