Perspectives and possibilities in the politics of science curriculum

A Vision for Science Education: Responding to the Work of Peter Fensham

Volumn , Issue , 2004, Pages 139-152

  Gaskell, Jim ^a  

^a UNIVERSITY OF BRITISH COLUMBIA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 27844589620     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203006436-17     Document Type: Chapter

References (44)

1. Aikenhead, G. (1991) Logical Reasoning in Science and Technology, Toronto: John Wiley.
2. Barrows, H.S. and Tamblyn, R.M. (1980) Problem-Based Learning: An approach to medical education, New York: Springer.
3. Berryman, S.E. (1993) ‘Learning for the workplace’, Review of Research in Education 19: 343-401.
4. Blades, D. (1997) Procedures of Power and Curriculum Change: Foucault and the quest for possibilities in science education, New York: Peter Lang.
5. Boud, D. and Feletti, G. (eds) (1997a) The Challenge of Problem-Based Learning (2nd edition), London: Kogan Page.
6. Boud, D. and Feletti, G. (1997b) ‘Changing problem-based learning. Introduction to the second edition’, in D. Boud and G. Feletti (eds) The Challenge of Problem-Based Learning (2nd edition), London: Kogan Page.
7. Bybee, R. (1991) ‘Science-Technology-Society in science curriculum: The policy- practice gap’, Theory into Practice 30: 294-302.
8. Callon, M. (1986) ‘Some elements of a sociology of translation: Domestication of the scallops and the fishermen of St. Brieuc Bay’, in J. Law (ed.) Power, Action and Belief: A new sociology of knowledge, London: Routledge & Kegan Paul, pp. 196-233.
9. Casey, C. (1999) ‘The changing contexts of work’, in D. Boud and J. Garrick (eds) Understanding Learning at Work, London: Routledge.
10. Daniels, G.H. (1967) ‘The pure-science ideal and democratic culture’, Science 156: 1699-1705.
11. Eijkelhof, H. and Lijnse, P. (1988) ‘The role of research and development to improve STS education: Experience from the PLON project’, International Journal of Science Education 10: 464-74.
12. Fensham, P. (1980a) ‘Constraint and autonomy in Australian secondary science education’, Journal of Curriculum Studies 12: 189-206.
13. Fensham, P. (1980b) ‘Books, teachers, and committees - a comparative essay on authority in science education’, European Journal of Science Education 2: 245-52.
14. Fensham, P. (1993) ‘Academic influence on school science curricula’, Journal of Curriculum Studies 25: 53-64.
15. Fensham, P. (1996) ‘Post-compulsory education and science: dilemmas and opportu¬nities’, in P. Fensham (ed.) Science and Technology Education in the Post-Compulsory Years, Melbourne: The Australian Council for Educational Research, pp. 9-30.
16. Fensham, P. (1997) ‘School science and its problems with scientific literacy’, in R. Levinson andj. Thomas (eds) Science Today: Problem or crisis?, London: Routledge.
17. Fensham, P. (1998) ‘The politics of legitimating and marginalizing companion mean¬ings: Three Australian case stories’, in D.A. Roberts and L. Ostman (eds) Problems of Meaning in Science Curriculum, New York: Teachers College Press, pp. 178-92.
18. Foucault, M. (1979) Discipline and Punish: The birth of the prison, trans. A. Sheridan, New York: Vintage Books.
19. Foucault, M. (1980) Power/Knowledge: Selected interviews and other writings, trans. C. Gordon, New York: Pantheon Books.
20. Gaskell, P.J. (2001) ‘STS in a time of economic change: What’s love got to do with it?’, Canadian Journal of Science, Mathematics and Technology Education 1: 385-98.
21. Gaskell, P.J. and Hepburn, G. (1997) ‘Integration of academic and occupational curricula in science and technology education’, Science Education 81: 469-81.
22. Gaskell, P.J. and Hepburn, G. (1998) ‘The course as token: A construction of/by networks’, Research in Science Education 28: 65-76.
23. Gaskell, P.J. and Tsai, L.-L. (2000) ‘Education for/through work: Issues in a demon¬stration site. WRNET working paper 00.07’, Unpublished manuscript, Vancouver, BC.
24. Hufstedler, S.M. and Langenberg, D.N. (1980) Science and Engineering education for the 1980’s and Beyond. A report prepared by the National Science Foundation and the Depart¬ment of Education, Washington, DC: Government Printing Office.
25. Hunt, A.D. (1991) Medical Education, Accreditation, and the Nation’s Health: Reflections of an atypical dean, East Lansing, MI: Michigan State University Press.
26. Hurd, P. (1989) ‘Science education and the nation’s economy’, in A. Champagne, B. Lovitts, and B. Calinger (eds) Scientific Literacy, Washington, DC: American Association for the Advancement of Science, pp. 15-40.
27. Hurd, P. (1998) ‘Linking science education to the workplace’, Journal of Science Educa¬tion and Technology 7: 329-35.
28. Jackson, P.W. (1983) ‘The reform of science education: A cautionary tale’, Daedalus 112: 143-66.
29. Kincheloe, J. (1995) Toil and Trouble: Good work, smart workers, and the integration of academic and vocational education, New York: Peter Lang.
30. Latour, B. (1986) ‘The powers of association’, in j. Law (ed.) Power, Action, and Belief: A new sociology of knowledge, London: Routledge & Kegan Paul.
31. Law, J. (1991) ‘Power, discretion and strategy’, in J. Law (ed.) A Sociology of Monsters, London: Routledge, pp. 165-91.
32. Layton, D. (1973) Science for the People: The origins of the school science curriculum in England, London: George Allen and Unwin.
33. Layton, D. (1984a) Interpreters of Science: a history of the Association for Science Education, London: John Murray.
34. Layton, D. (1984b) ‘The secondary school science curriculum and the alternative road’, in D. Layton (ed.) The Alternative Road: The rehabilitation of the practical, Leeds: Centre for Studies in Science and Mathematics Education, University of Leeds, pp. 21-35.
35. Maitland, B. (1997) ‘Problem-based learning for architecture and construction man¬agement’, in D. Boud and G. Feletti (eds) The Challenge of Problem-Based Learning (2nd edition), London: Kogan Page.
36. McCulloch, G., Jenkins, E., and Layton, D. (1985) Technological Revolution? The politics of school science and technology in England and Wales since 1945, London: Falmer Press.
37. McFadden, C. (ed.) (1980) World Trends in Science Education, Halifax, Nova Scotia: Atlantic Institute of Education.
38. Meadows, A.J. and Brock, W.H. (1975) ‘Topics fit for gentlemen: The problem of science in the public school curriculum’, in B. Simon and I. Bradley (eds) The Victorian Public School: Studies in the development of an educational institution, Dublin: Gill and Macmillan.
39. Neale, E.R. (1988) Science and the Public, Ottawa: Royal Society of Canada.
40. Piore, M. and Sabel, C. (1984) The Second Industrial Divide: Possibilities for prosperity, New York: Basic Books.
41. Rafea, A.M. (1999) ‘Power, curriculum making and actor-network theory: The case of physics, technology and society curriculum in Bahrain’, Unpublished doctoral dissertation, University of British Columbia, Vancouver.
42. Reich, C.A. (1970) The Greening of America, New York: Random House.
43. Science Council of Canada (1984) Science for Every Student: Educating Canadians for tomorrow’s world (Report No. 36), Ottawa: The Science Council of Canada.
44. Young, M.F.D. (1998) The Curriculum of the Future: From the ‘new sociology of education’ to a critical theory of learning, London: Falmer Press.