Western science and Islamic learners : informing constructivism, quality learning and `internationalising the curriculum`

Robottom, Ian and Norhaidah, Sharifah 2005, Western science and Islamic learners : informing constructivism, quality learning and `internationalising the curriculum`, in CoSMEd 2005 : International Conference on Science and Mathematics Education : Bridging the theory-practice gap in science and mathematics education: the challenge to change, SEAMEO Regional Centre for Education in Science and Mathematics, Penang, Malaysia, pp. 1-8.

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Title Western science and Islamic learners : informing constructivism, quality learning and `internationalising the curriculum`
Author(s) Robottom, Ian
Norhaidah, Sharifah
Conference name International Conference on Science and Mathematics Education (2005: Penang, Malaysia)
Conference location Penang, Malaysia
Conference dates 6 - 8 December 2005
Title of proceedings CoSMEd 2005 : International Conference on Science and Mathematics Education : Bridging the theory-practice gap in science and mathematics education: the challenge to change
Publication date 2005
Start page 1
End page 8
Publisher SEAMEO Regional Centre for Education in Science and Mathematics
Place of publication Penang, Malaysia
Summary This presentation reports on a two-phase research program which focuses on the experiences of Islamic-background learners in science/environmental education. The research program explores perceived dissonances between western science and Islamic belief as an issue for: the highly visible discourse of constructivism in science and environmental education; the policy challenges of ‘internationalising the university curriculum’; and the pedagogical challenge of ‘Quality Learning’ – in particular responding to ‘faith-based’ commitments in education.
Conceptually, the research program is conducted within a constructivist discourse. Essentially, we are proposing that dissonances experienced by Islamic-background learners in a western science curriculum (as reported in Sharifah, 2003), and the effects of these dissonances on how learners construct meaning in science, can be understood within a constructivist discourse. Further, we believe the research has the promise of not only exploring and explicating some of the issues experienced by teachers and learners in Islamic science education contexts (and thereby contributing to our understanding of the idea of ‘quality learning’), but also expanding our grasp of the expressions, implications and limitations of the constructivist hypothesis in education. In this sense it has a transformative agenda by working to improve access to and experience in the science curriculum for Muslim students.
Language eng
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30014482

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