Personal Health—Personalized Science: A new driver for science education?
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Since the 1950s, originating with and driven by the Sputnik shock, there have been tremendous efforts to improve science education. Over the past two decades, the initial focus on science content has been abandoned, at least among many science education researchers, in favor of socio-scientific issues. Yet even this social turn does not appear to make much difference, as scores of students continue to be turned off in/by school science. In this contribution, based on a first-person (phenomenological) investigation, I suggest why and under which condition health and environment may constitute suitable contexts for (also) teaching science. I conclude that more than content and approach (science) educators need to reconsider the very structure of schooling, which may be the real problem in making learning an authentic endeavor.
International Journal of Science Education
© 2014 Routledge, Taylor & Francis. This is an electronic version of an article published in International Journal of Science Education, Vol.36 (9), 2014, pp.1434-1456. International Journal of Science Education is available online at: http://www.tandfonline.com with the open URL of your article.
Curriculum and Pedagogy Theory and Development