Stories of reform in science education : commentary on opp(reg)ressive policies and tempered radicals Tytler, Russell 2010, Stories of reform in science education : commentary on opp(reg)ressive policies and tempered radicals, Cultural studies of science education, vol. 5, no. 4, pp. 967-976, doi: 10.1007/s11422-010-9277-3. Attached Files Name Description MIMEType Size Downloads Title Stories of reform in science education : commentary on opp(reg)ressive policies and tempered radicals Author(s) Tytler, Russell orcid.org/0000-0003-0161-7240 Journal name Cultural studies of science education Volume number 5 Issue number 4 Start page 967 End page 976 Total pages 10 Publisher Springer Place of publication Amsterdam, The Netherlands Publication date 2010-12 ISSN 1871-1502 1871-1510 Keyword(s) Science education Curriculum Pedagogy Reform processes Assessment Summary This response to the two papers (by Rodriguez and Carlone et al.) on science education reform acknowledges first the coherence of the arguments presented around four reform narratives; that of the process of becoming science-enthusiastic, the nature of beliefs of science reform teachers, the barriers to reform, and the institutional expressions of these barriers. In the commentary I first discuss the reform ‘problem’ in terms of two interacting issues—the purposes of school science and the value placed on it in an elementary school curriculum. The insights produced in these papers are then used to reflect on a range of experiences and current policy debates in Australia. Finally, in this commentary, I point out: (a) the relationship of the papers to the reform issue of opposition to Standards Based Science (SBS) from proponents’ traditional conceptions of science education, discussing how this more specific reform question relates to the two papers; and (b) the singular nature of the I-meanings characterised in the Carlone et al. paper, describing (using Australian examples) how the notions of tempered radicals and I-meanings might also be used to characterise complexities in the processes of school science reform. Language eng DOI 10.1007/s11422-010-9277-3 Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy Socio Economic Objective 930202 Teacher and Instructor Development HERDC Research category C1 Refereed article in a scholarly journal Copyright notice ©2010, Springer Science+Business Media B.V. Persistent URL http://hdl.handle.net/10536/DRO/DU:30032171 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to published version (Restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Mon, 10 Jan 2011, 10:39:26 EST Mon, 10 Jan 2011, 10:47:54 EST Mon, 10 Jan 2011, 14:17:28 EST Mon, 10 Jan 2011, 14:18:57 EST Mon, 10 Jan 2011, 14:19:32 EST Fri, 17 Jun 2011, 10:13:14 EST Sat, 05 Sep 2020, 02:36:09 EST Filtered Full Citation counts:   Cited 1 times in TR Web of Science Cited 1 times in Scopus Search Google Scholar Access Statistics: 994 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Mon, 10 Jan 2011, 10:39:20 EST by Kylie Koulkoudinas