Dialogic Science Education for Diversity

This chapter argues that a dialogic understanding of the nature of science should lead to a dialogic approach to science education. This argument is combined with a description of a dialogic approach to science education developed in the context of a large European Commission funded international project called ‘science education for diversity’. The project surveyed school students aged 10–14 and their teachers in Malaysia, India, Lebanon, Turkey, the Netherlands and the UK and developed a framework for the design of education in the context of diversity in science education. This approach to education is called ‘dialogic’ both because it is about responding to the diverse voices of students without prejudging the nature of that diversity and because it is about teaching for dialogue, where the quality of dialogue is understood as being central to science.

[1]  J. Habermas.  Theory of Communicative Action , 1981 .

[2]  M. Bakhtin,et al.  The Dialogic Imagination: Four Essays , 1981 .

[3]  Caryl Emerson,et al.  Problems of Dostoevsky's Poetics , 1985 .

[4]  M. Bakhtin,et al.  Speech genres and other late essays , 1986 .

[5]  T. Fuller.  The Voice of Liberal Learning: Michael Oakeshott on Education , 1990 .

[6]  J. Lemke.  Talking Science: Language, Learning, and Values , 1990 .

[7]  R. Rorty.  Objectivity, Relativism, and Truth: Philosophical Papers , 1990 .

[8]  Abbie Brown,et al.  Design experiments: Theoretical and methodological challenges in creating complex interventions in c , 1992 .

[9]  J. Dupré.  The disorder of things : metaphysical foundations of the disunity of science , 1994 .

[10]  K. Kawasaki,et al.  The concepts of science in Japanese and Western education , 1996 .

[11]  Randy L. Bell,et al.  How great is the disagreement about the nature of science: A response to Alters , 1997 .

[12]  Brian Alters,et al.  Whose nature of science , 1997 .

[13]  Martin V. Curd,et al.  Philosophy of Science: The Central Issues , 1998 .

[14]  William F. McComas,et al.  The nature of science in science education : rationales and strategies , 1998 .

[15]  Jonathan Osborne,et al.  Science Education for the Future. , 1998 .

[16]  C. Parmesan,et al.  Poleward shifts in geographical ranges of butterfly species associated with regional warming , 1999, Nature.

[17]  John L. Rudolph,et al.  Reconsidering the 'nature of science' as a curriculum component , 2000 .

[18]  J. Osborne,et al.  Establishing the norms of scientific argumentation in classrooms , 2000 .

[19]  Angela Calabrese Barton,et al.  Crafting multicultural science education with preservice teachers through service-learning , 2000 .

[20]  G. Aikenhead,et al.  Students' ease in crossing cultural borders into school science , 2001 .

[21]  Shirley Simon,et al.  Enhancing the quality of argument in school science , 2001 .

[22]  John Dupré,et al.  Human nature and the limits of science , 2001 .

[23]  Urban science education , 2001 .

[24]  Okhee Lee.  Culture and language in science education: What do we know and what do we need to know? , 2001 .

[25]  G. Aikenhead,et al.  Introduction: Shifting Perspectives from Universalism to Cross-Culturalism. , 2001 .

[26]  H. Hermans,et al.  The Dialogical Self: Toward a Theory of Personal and Cultural Positioning , 2001 .

[27]  Roy D. Pea,et al.  Transformative Communication as a Cultural Tool for Guiding Inquiry Science. , 2001 .

[28]  Anat Zohar,et al.  Fostering students' knowledge and argumentation skills through dilemmas in human genetics , 2002 .

[29]  Angela Calabrese Barton,et al.  Learning about transformative research through others' stories: What does it mean to involve ‘others’ in science education reform? , 2002 .

[30]  Eduardo Fleury Mortimer,et al.  Meaning Making in Secondary Science Classrooms , 2003 .

[31]  Mary Ratcliffe,et al.  What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community , 2003 .

[32]  Action Research: a strategy for teacher change and school development? , 2003 .

[33]  S. Simon,et al.  Attitudes towards science: A review of the literature and its implications , 2003 .

[34]  Helen Haste.  Science in My Future: A study of values and beliefs in relation to science and technology amongst 11-21 year olds , 2004 .

[35]  Shirley Simon,et al.  Enhancing the quality of argumentation in school science , 2004 .

[36]  N. Mercer,et al.  Reasoning as a scientist: ways of helping children to use language to learn science , 2004 .

[37]  Lyn Carter,et al.  Thinking Differently about Cultural Diversity: Using Postcolonial Theory to (Re)Read Science Education. , 2004 .

[38]  Costas P. Constantinou,et al.  Europe Needs More Scientists: Report by the High Level Group on Increasing Human Resources for Science and Technology , 2005 .

[39]  Sukjin Kang,et al.  Examining students' views on the nature of science: Results from Korean 6th, 8th, and 10th graders , 2005 .

[40]  David F. Treagust,et al.  Using Exploratory Talk to Enhance Problem-solving and Reasoning Skills in Grade-7 Science Classrooms , 2006 .

[41]  Robin Millar,et al.  Twenty First Century Science: Insights from the Design and Implementation of a Scientific Literacy Approach in School Science , 2006 .

[42]  김용진.  Discourse in the Novel , 2006 .

[43]  M. Buzzoni.  Hanson, Norwood Russell , 2006 .

[44]  Per-Olof Wickman,et al.  Promoting Scientific Literacy: Science Education Research in Transaction , 2007 .

[45]  Camilla Schreiner,et al.  Perceptions and Images of Science and Science Education , 2007 .

[46]  R. Wegerif.  Dialogic Education and Technology: Expanding the Space of Learning , 2007 .

[47]  R. Wegerif.  Dialogic Education and Technology , 2007 .

[48]  Kathy Seddon,et al.  Creating a model to examine motivation for sustained engagement in online communities , 2008, Education and Information Technologies.

[49]  M. Claessens,et al.  Communicating European Research 2005 , 2007 .

[50]  S. Erduran,et al.  Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge , 2008 .

[51]  J. Osborne,et al.  Science education in Europe , 2008 .

[52]  B. Rogoff.  Developing understanding of the idea of communities of learners , 2009 .

[53]  Wolff-Michael Roth,et al.  Dialogism: A Bakhtinian Perspective on Science and Learning , 2009 .

[54]  Abigail Jurist Levy,et al.  Inquiry-based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 , 2010 .

[55]  W. McComas.  Nature of Science , 2014 .

[56]  Tim Sprod.  Discussions in Science: Promoting conceptual understanding in the middle school years , 2020 .