Wolff-Michael Roth and Jacques Désautels (eds), Science Education as/for Sociopolitical
Action (New York: Peter Lang, 2002).
(ISBN: 0-8204-5696-9 pbk)
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The purpose of this book is to
show a different science education in action or propose ways in
which it can be reconceived so that it becomes a vehicle for
sociopolitical action. As sociopolitical action, science education
achieves setting a context for learning similar to the two points
outlined above. First, it is highly purposeful in that learners
enact practices to bring about change in their community. Second,
there are different ways of conceiving of science "content,"
namely in terms of the ways science is enmeshed with all other
forms of everyday knowledge.
The book engages the reader in
rethinking the epistemology underlying current science education
and provides several case studies in which science education is
practices differently than we can find it in schools. The book
chapters encourage the reader to rethink their own practices and
provide images of how the new science education may look
Wolff-Michael Roth, Jacques Désautels, Angie Calabrese
Barton, Margery Osborne, Edgar Jenkins, Glen Aikenhead, Roger
Cross, Ronald Price, Ken Tobin, Margaret Eisenhart, Nancy
Lawrence, Stuart Lee, Marie Larochelle, Michael Bowen, Stephen
Fleury, Jim Garrison.