ERIC Number: ED444963
Record Type: RIE
Publication Date: 2000-Apr
Politicizing Science Education.
Gross, Paul R.
This report examines issues of politicization in elementary and secondary school science and science teaching. An introductory section introduces the issue of purposeful intrusion of politics into education theories, standards, and curricula. It focuses on the point of entry of politics into science education; the technology of truth; whether or not there is a problem with student performance in science; and national and international science testing. The next section offers a series of case studies of threats to scientific accuracy and integrity in science education, threats that come from both the Left and the Right, focusing on such issues as environmental science and evolution. It explains how these sometimes-obscure developments in curriculum or teacher preparation are likely to influence the quality of science teaching and learning in U.S. schools. The report concludes with a discussion of certain constructivist features shared by people arguing on both sides of these issues, noting the effects on education of making compromises in the curriculum. (Contains 54 notes.) (SM)
Descriptors: Constructivism (Learning), Educational Quality, Elementary Secondary Education, Environmental Education, Evolution, Political Influences, Politics of Education, Science Education
Thomas B. Fordham Foundation, 1627 K Street, N.W., Suite 600, Washington, DC 20006; Tel: 202-223-5452 or 888-TBF-7474; Fax: 202-223-9226; Web site: http://www.edexcellence.net.
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Esther A. and Joseph Klingenstein Fund, New York, NY.
Authoring Institution: Thomas B. Fordham Foundation, Washington, DC.