Reproduction of inequalities in the teaching and learning of science

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Reproduction of inequalities in the teaching and learning of science

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Publication Conference Paper, peer reviewed
Title Reproduction of inequalities in the teaching and learning of science
Author(s) Jobér, Anna
Date 2011
English abstract
Being good at science is a qualification needed to reach prestigious higher education and societal positions. Since the pass rate in the science subjects is lower than in other school subjects and failure in school science subjects is correlated to low social class, it has been showed that science is a factor in the reproduction of an unequal society. The way science is taught and learned in schools thereby contributes to an unjust society where children from e.g. disadvantaged socioeconomic backgrounds have less chance to succeed therefore addressing science education as an important part in the citizenship education. Thus, the overall aim of my research is to contribute to our understanding of how school science reproduces unequal structures in society. Data were collected at Swedish compulsory schools. Results were discussed and analysed using concepts derived from Bourdieu and Bernstein. Preliminary findings indicate that habitus play a role in the science classroom and influence how students react and respond to the way the teaching and learning is organized and presented. Moreover, the first analysis point out that e.g. when framing is weak, student with inappropriate cultural capital fails. The preliminary results indicates that science education contribute to an unequal society through the way that science is taught and learned in the science classroom. Thus, this research calls for attention to issues regarding equity and citizenship in the science classroom.
Pages 3
Language eng (iso)
Subject(s) Reproduction
inequality
science classroom
Bourdieu
Bernstein
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Note ESERA CONFERENCE - September 5th-9th 2011 Lyon, FRANCE. The Paper was peer reviewed and accepted but the author could not attend the conference.
Handle http://hdl.handle.net/2043/14378 (link to this page)

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