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.

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Title Stories of reform in science education : commentary on opp(reg)ressive policies and tempered radicals
Author(s) Tytler, RussellORCID iD for Tytler, Russell
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
Keyword(s) Science education
Reform processes
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.
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School of Education
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