Uncritical framing : lesson and knowledge structure in school science
Exley, Beryl E. & Luke, Allan (2009) Uncritical framing : lesson and knowledge structure in school science. In Cole, David & Pullen, Darren L. (Eds.) Multiliteracies in Motion : Current Theory & Practice. Routledge, London, pp. 17-41.
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There is clearly contention over the shape and formation of science curriculum and over, ultimately, what will count as scientific knowledge, skill, capacity and world view. The Cold War set the policy context for an ongoing focus on science education across Western nations. Sputnik-era US and UK educational policy offered a broad premise for the purpose of school science: in a risky geopolitical environment, high levels of advanced scientific expertise were central to the national interest and necessary for the maintenance of military/industrial and technological power. Half a century on, in the context of global economic and environmental crisis, as a justification for digital, industrial and biomedical innovation, the rationale for the production of scientific capital is central to curriculum settlements and educational policy in Europe, Asia and the Americas.
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|Item Type:||Book Chapter|
|Keywords:||science curriculum, science pedagogy, multliteracies, classification, framing|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)|
|Divisions:||Current > Research Centres > Office of Education Research|
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 2010 Routledge|
|Deposited On:||23 Aug 2010 09:49|
|Last Modified:||01 Mar 2012 00:11|
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