School science: A questionable construct?

Journal of Curriculum Studies

Volumn 39, Issue 3, 2007, Pages 265-282

  Jenkins, Edgar ^a  

^a NONE

Author keywords

History of science; Philosophy of science; Science education; Scientific literacy; Scientific method

Indexed keywords

EID: 35349031167     PISSN: 00220272     EISSN: 13665839     Source Type: Journal    
DOI: 10.1080/00220270701245295     Document Type: Article

References (80)

1. Advisory Council for Applied Research and Development (ACARD) (1986) Exploitable Areas of Science, HMSO, London
2. American Association for the Advancement of Science (AAAS) (1967) Science: A Process Approach, Ginn and Co., New York
3. American Association for the Advancement of Science (AAAS) (1993) Benchmarks for Science Literacy: Project 2061, Oxford University Press, New York
4. Amato, I. (1991) Chemistry with a thousand faces. Science, 235:5025, pp. 1212-1213.
5. Armstrong, H. E. (1903) The Teaching of Scientific Method and Other Papers on Education, Macmillan, London
6. Armstrong, H. E. (1973) The heuristic method. H. E. Armstrong and Science Education, pp. 78-79. Murray, London
7. British Association for the Advancement of Science (BAAS) Report of the [York] Meeting 1831, Murray, London
8. British Association for the Advancement of Science (BAAS) Report of the [Dundee] Meeting 1867, Murray, London
9. British Association for the Advancement of Science (BAAS) (1918) Report of the Committee on Science in Secondary Schools (with contents). Report of the British Association for the Advancement of Science: 1917, John Murray, London
10. (2006) Philosophy of Chemistry: Synthesis of a New Discipline, 242, Springer, Dordrecht, The Netherlands
11. Bassey, M. (1960) A field review of O-level chemistry textbooks. Technical Education and Industrial Training, 2:12, p. 14.
12. Bauer, H. H. (1992) Scientific Literacy and the Myth of the Scientific Method, University of Illinois Press, Urbana, IL
13. Böhme, G., Daele, W. Van Den and Krohn, W. (1978) The 'scientification' of technology. Dynamics of Science and Technology: Social Values, Technical Norms, and Scientific Criteria in the Development of Knowledge, 2, pp. 219-250. Reidel, Dordrecht, The Netherlands
14. Bruner, J. S. (1960) The Process of Education, Harvard University Press, Cambridge, MA
15. Bryce, T. G. K. and Robertson, I. J. (1988) The singer, not the song: A response to 'Beyond processes'. Studies in Science Education, 15, pp. 135-143.
16. Burden, J. (2005) Twenty first century science. Education in Science, 213, pp. 10-12.
17. Caillot, M. and Nguyen-Xuan, A. (1995) Adults' understanding of electricity. Public Understanding of Science, 4:2, pp. 131-151.
18. Carnegie Commission on Science, Technology and Government, Task Force on K-12 Mathematics and Science Education (Carnegie Commission) (1993) In the National Interest: The Federal Government in the Reform of K-12 Math and Science Education: A Report of the Carnegie Commission on Science, Technology and Government, Carnegie Commission, New York
19. Clarendon Commission Report of H. M. Commissioners appointed to inquire into the Revenues and Management of Certain College and Schools, and the Studies Pursued and Instruction Given Therein
20. Committee on Science, Engineering and Public Policy, National Academy of Sciences, National Academy of Engineering, Institute of Medicine (1995) Reshaping the Graduate Education of Scientists and Engineers, National Academy Press, Washington, DC
21. Committee to Enquire into the Position of Natural Science in the Educational System of Great Britain (1918) Natural Science in Education: Being the Report of the Committee to Enquire into the Position of Natural Science in the Educational System of Great Britain, HMSO, London
22. Cromer, A. (1993) Uncommon Sense: The Heretical Nature of Science, Oxford University Press, New York
23. Clynes, S. and Williams, D. J. W. (1956) General School Chemistry, English Universities Press, London
24. Elkana, Y. (1970) Science, philosophy of science and science teaching. Educational Philosophy and Theory, 2:1, pp. 15-35.
25. Fensham, P. J. (2006) Beyond knowledge: Other outcome qualities for science education. Science and Technology Education for a Diverse World: Dilemmas, Needs and Partnerships, pp. 223-237. Maria Curie-Sklodowski University Press, Lublin, Poland
26. (1996) The Flight from Science and Reason, 775, New York Academy of Sciences, New York
27. Harding, S. (1986) The Science Question in Feminism, Cornell University Press, Ithaca, NY
28. (1947) Science Education in American Schools, National Society for the Study of Education, Chicago
29. Herschel, J. F. W. Preliminary Discourse on the Study of Natural Philosophy, Macmillan, London
30. Holmyard, E. J. (1922) Inorganic Chemistry: A Textbook for Colleges and Schools, Edward Arnold, London
31. Holzner, B. and Marx, J. H. (1979) Knowledge Application: The Knowledge System in Society, Allyn & Bacon, Boston
32. Huggins, W. (1906) The Royal Society; or, Science in the State and in the Schools, Methuen, London
33. Hurd, P. DeH. (1997) Inventing Science Education for the New Millennium, Teachers College Press, New York
34. Huxley, T. H. (1905) On the educational value of the natural history sciences. Science and Education: Essays, Macmillan, London
35. (1996) Misunderstanding Science? The Public Reconstruction of Science and Technology, Cambridge University Press, Cambridge
36. Jenkins, E. W. (1979) From Armstrong to Nuffield: Studies in Twentieth Century School Science Education in England and Wales, Murray, London
37. Jenkins, E. W. and Swinnerton, B. J. (1998) Junior School Science Education in England and Wales since 1900: From Steps to Stages, Woburn Press, London
38. Latour, B. and Woolgar, S. (1979) Laboratory Life: The Social Construction of Scientific Facts, Sage, Beverley Hills, CA
39. Laudan, L. (1968) Theories of scientific method from Plato to Mach: A bibliographic review. History of Science, 7:1, pp. 1-63.
40. Layton, D. (1973) Science for the People: The Origins of the School Science Curriculum in England, Allen & Unwin, London
41. Layton, D. (1981) The schooling of science in England 1845-1939. The Parliament of Science: The British Association for the Advancement of Science 1831-1981, pp. 188-210. Science Reviews Ltd, Northwood, UK
42. Layton, D. (1990) Student laboratory practice and the history and philosophy of science. The Student Laboratory and the Science Curriculum, pp. 37-59. Routledge, London
43. Layton, D. (1993) The relationship of school science to practical action. School Science and Technology: Some Issues and Perspectives, pp. 118-159. Centre for Studies in Science and Mathematics Education, University of Leeds, Leeds, UK
44. Layton, D. (1994) STS in the school curriculum: A movement overtaken by history?. STS Education: International Perspectives on Reform, pp. 32-44. Teachers College Press, New York
45. Layton, D., Jenkins, E. W., MacGill, S. and Davey, A. (1993) Inarticulate Science? Perspectives on the Public Understanding of Science and Some Implications for Science Education, Studies in Education, Nafferton, UK
46. Martin, M. O. and Mullis, I. V. S. (2000) International comparisons of student achievement: Perspectives from the TIMSS International Study Center. Learning from Others: International Comparisons in Education, pp. 29-47. Kluwer, Dordrecht, The Netherlands
47. Matthews, M. R. (1995) Challenging New Zealand Science Education, Dunmore Press, Palmerston North, New Zealand
48. Mayr, E. (2004) What Makes Biology Unique? Considerations on the Autonomy of a Scientific Discipline, Cambridge University Press, Cambridge
49. Millar, R. (1989) Bending the evidence: The relationship between theory and experiments in science education. Doing Science: Images of Science in Science Education, pp. 38-61. Falmer Press, London
50. Millar, R. and Driver, R. (1987) Beyond processes. Studies in Science Education, 14, pp. 33-62.
51. National Science Board, Commission on Precollege Education in Mathematics, Science and Technology (1983) Educating Americans for the 21st Century: A Plan of Action for Improving Mathematics, Science and Technology Education for All American Elementary and Secondary Students So That Their Achievement is the Best in the World by 1995, National Science Foundation, Washington, DC
52. National Research Council, Center for Mathematics, Science and Engineering Education (1996) National Science Education Standards, National Academy Press, Washington, DC
53. Nietzsche, F. (1967) The Will to Power, Random House, New York
54. Nowotny, H., Scott, P. and Gibbons, M. (2001) Re-thinking Science: Knowledge and the Public in an Age of Uncertainty, Polity, Cambridge
55. Nuffield Foundation (1964) Nuffield O-level Chemistry: Introduction and Guide, Penguin/Longmans, London
56. Nye, M. J. (1993) From Chemical Philosophy to Theoretical Chemistry: Dynamics of Matter and Dynamics of Disciplines, 1800-1950, University of California Press, Berkeley, CA
57. Ravetz, J. R. (1971) Scientific knowledge and its social problems, Clarendon Press, Oxford
58. Ravetz, J. R. (1989) New ideas about science relevant to education. Policy Issues and School Science Education, pp. 18-27. Centre for Studies in Science and Mathematics Education, University of Leeds, Leeds, UK
59. Ravetz, J. R. (1990) The Merger of Knowledge with Power: Essays in Critical Science, Mansell, London
60. Ravetz, J. R. (2005) The No Nonsense Guide to Science, New Internationalist Publications, Oxford
61. Redner, H. (1987) The Ends of Science: An Essay in Scientific Authority, Westview Press, Boulder, CO
62. (1996) Science Wars, Duke University Press, Durham, NC
63. Schleicher, A. (2000) Monitoring student knowledge and skills: The OECD Programme for International Student Assessment. Learning from Others: International Comparisons in Education, pp. 63-77. Kluwer, Dordrecht, The Netherlands
64. Shamos, M. H. (1995) The Myth of Scientific Literacy, Rutgers University Press, New Brunswick, NJ
65. Shanks, N. (2004) God, The Devil and Darwin: A Critique of Intelligent Design Theory, Oxford University Press, New York
66. (1994) STS Education: International Perspectives on Reform, Teachers College Press, New York
67. Somerville, M. On the Connexion of the Physical Sciences, John Murray, London
68. Storey, R. D. and Carter, J. (1992) Why the scientific method? Do we need a new hypothesis?. Science Teacher, 52:9, pp. 18-21.
69. Taunton Commission Schools Inquiry: Schools Not Comprised within the Two Recent Commissions on Popular Education and on Public Schools
70. Underhill, O. E. (1941) The Origins and Development of Elementary School Science, Scott, Foresman, Chicago
71. Vincenti, W. G. (1993) What Engineers Know and How They Know It: Analytical Studies from Aeronautical History, The Johns Hopkins University Press, Baltimore, MD
72. Wall, C. A. (1973) An annotated bibliography of historical documents in science education. Science Education, 57:3, pp. 297-317.
73. Weingart, P. (1978) The relation between science and technology-a sociological explanation. Dynamics of Science and Technology: Social Values, Technical Norms, and Scientific Criteria in the Development of Knowledge, pp. 251-286. Reidel, Dordrecht, The Netherlands
74. (1989) Skills and Processes in Science Education: A Critical Analysis, Routledge, London
75. Whewell, W. Modern science-inductive philosophy. Quarterly Review, 45, pp. 374-407.
76. Whewell, W. Mrs. Somerville on the connexion of the sciences. Quarterly Review, 51, pp. 54-68.
77. Wolpert, L. (1992) The Unnatural Nature of Science, Harvard University Press, Cambridge, MA
78. Worthington, A. M. A First Course of Physical Laboratory Practice, Rivingtons, London
79. Yeo, R. (1981) Scientific method and the image of science 1831-1890. The Parliament of Science: The British Association for the Advancement of Science 1831-1981, pp. 65-88. Science Reviews Ltd., Northwood, UK
80. Ziman, J. (1994) The rationale of STS education in the approach. STS Education: International Perspectives on Reform, pp. 21-31. Teachers College Press, New York