Sociology of Science as a Means to a More Authentic, Inclusive Science Education

Christine Cunningham, Jenifer V. Helms

Research output: Contribution to journalArticlepeer-review

55 Scopus citations

Abstract

In this article, we argue that insights from scholarship in the sociology of science can provide a powerful basis for making science education more authentic and inclusive. Drawing on recent work in the sociology of science, we describe how adopting sociological ideas as integral components of science curricula and instruction can provide opportunities for students that a traditional approach cannot. We focus on three insights from sociology - social networking, peer review, and skepticism - to demonstrate how sociological understandings can inform and improve the content, structure, and pedagogy of science classrooms. We argue that shifts in the balance of power and authority that result from explicit attention to these aspects of the nature of science offer a more authentic science education for all.

Original languageEnglish (US)
Pages (from-to)483-499
Number of pages17
JournalJournal of Research in Science Teaching
Volume35
Issue number5
DOIs
StatePublished - Jan 1 1998

All Science Journal Classification (ASJC) codes

  • Education

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