Real ising the school science curriculum
This article identifies historical, pedagogical and epistemological problems which distance the school science curriculum from social questions, and issues of social justice more specifically. Drawing on a critical realist approach it addresses these problems and aims to demonstrate that social just...
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| Veröffentlicht in: | Curriculum journal (London, England) England), 2018-12, Vol.29 (4), p.522-537 |
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| 1. Verfasser: | |
| Format: | Artikel |
| Sprache: | eng |
| Online-Zugang: | Volltext |
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| Zusammenfassung: | This article identifies historical, pedagogical and epistemological problems which distance the school science curriculum from social questions, and issues of social justice more specifically. Drawing on a critical realist approach it addresses these problems and aims to demonstrate that social justice lies at the heart of inquiry in science in schools. |
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| ISSN: | 0958-5176 1469-3704 |
| DOI: | 10.1080/09585176.2018.1504314 |