ERIC Number: EJ932447
Record Type: Journal
Publication Date: 2011-Aug
Abstractor: As Provided
Reference Count: 46
Globalization of Science Education: Comment and a Commentary
Fensham, Peter J.
Journal of Research in Science Teaching, v48 n6 p698-709 Aug 2011
The globalized nature of modern society has generated a number of pressures that impact internationally on countries' policies and practices of science education. Among these pressures are key issues of health and environment confronting global science, global economic control through multi-national capitalism, comparative and competitive international testing of student science achievement, and the desire for more humane and secure international society. These are not all one-way pressures and there is evidence of both more conformity in the intentions and practices of science education and of a greater appreciation of how cultural differences, and the needs of students as future citizens can be met. Hence while a case for economic and competitive subservience of science education can be made, the evidence for such narrowing is countered by new initiatives that seek to broaden its vision and practices. The research community of science education has certainly widened internationally and this generates many healthy exchanges, although cultural styles of education other than Western ones are still insufficiently recognized. The dominance of English language within these research exchanges is, however, causing as many problems as it solves. Science education, like education as a whole, is a strongly cultural phenomenon, and this provides a healthy and robust buffer to the more negative effects of globalization.
Descriptors: Foreign Countries, Science Education, Global Approach, Science and Society, Cultural Differences, Student Needs, Citizenship, Researchers, Communities of Practice, English for Science and Technology, Official Languages, Language Role, Evidence, Science Achievement
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; New Zealand; North America