Where Do, and Should, Science and Science Education Happen?
Saved in:
| Title: | Where Do, and Should, Science and Science Education Happen? |
|---|---|
| Authors: | Mody, Cyrus C. M.1 (AUTHOR) c.mody@maastrichtuniversity.nl |
| Source: | Science & Education. Apr2026, Vol. 35 Issue 2, p335-355. 21p. |
| Subject Terms: | *Science education, *Interdisciplinary approach to knowledge, *Interdisciplinary education, Scientific method |
| Abstract: | Wherever scientific research can be found, science education is usually present too, and vice versa. Moreover, the sites of science and science education often contain much else besides: commerce, bureaucracy, spiritual exploration, family relationships, national security, occupational/environmental health and safety, activism, and so on. Even practices that are clearly scientific overlap, borrow, and resemble practices associated with other domains: art, music, cookery, reading, writing, business, and more. This article illustrates the hybridity of science by reviewing the history of science literature and offering examples from the author's past work. That hybridity should inform any science education pedagogy that gestures to the "Nature of Science" and/or that centers on scientific practice and not just formal scientific knowledge. Practices resembling scientific practice can be found in many parts of the non-science curriculum and could be taught in the science classroom and/or in other classrooms. [ABSTRACT FROM AUTHOR] |
| Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Wherever scientific research can be found, science education is usually present too, and vice versa. Moreover, the sites of science and science education often contain much else besides: commerce, bureaucracy, spiritual exploration, family relationships, national security, occupational/environmental health and safety, activism, and so on. Even practices that are clearly scientific overlap, borrow, and resemble practices associated with other domains: art, music, cookery, reading, writing, business, and more. This article illustrates the hybridity of science by reviewing the history of science literature and offering examples from the author's past work. That hybridity should inform any science education pedagogy that gestures to the "Nature of Science" and/or that centers on scientific practice and not just formal scientific knowledge. Practices resembling scientific practice can be found in many parts of the non-science curriculum and could be taught in the science classroom and/or in other classrooms. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 09267220 |
| DOI: | 10.1007/s11191-025-00651-2 |
