Who’s Asking?: Native Science, Western Science, and Science Education. By Douglas L. Medin and Megan Bang. Cambridge (Massachusetts): MIT Press. $35.00. xii + 282 p.; ill.; index. ISBN: 978-0-262-02662-8. 2014.

2015 ◽  
Vol 90 (4) ◽  
pp. 435-435
Keyword(s):  
Science Education ◽  
Western Science ◽  
Native Science

scholarly journals Who’s Asking? Native Science, Western Science, and Science Education

2014 ◽  
Vol 13 (03) ◽  
pp. R02
Author(s):  
Emily Dawson
Keyword(s):  
Science Education ◽  
Native American ◽  
Educational Opportunities ◽  
Western Science ◽  
Scientific Practices ◽  
Social Studies Of Science ◽  
The Social ◽  
Science Philosophy ◽  
Native Science

‘Who’s Asking: Native Science, Western Science, and Science Education’ explores two key questions for science education, communication and engagement; first, what is science and second, what do different ways of understanding science mean for science and for science engagement practices? Medin and Bang have combined perspectives from the social studies of science, philosophy of science and science education to argue that science could be more inclusive if reframed as a diverse endeavour. Medin and Bang provide a useful, extensive and wide-ranging discussion of how science works, the nature of science, the role of culture, gender and ethnicity in science, biases and norms, as well as how people engage with science and the world around them. They draw on their collaborative research developing science education programmes with Native American communities to illustrate the benefits of reconstructing science by drawing on more than ‘Western’ science in education practices. The book argues that reconceptualising science in science education is crucial for developing a more diverse, equitable and inclusive scientific community and scientific practices, as well as improving educational opportunities and outcomes for youth from diverse and non-dominant backgrounds.

Western Science in India before 1850

1962 ◽  
Vol 94 (1-2) ◽  
pp. 62-76 ◽  
Author(s):  
H. J. C. Larwood
Keyword(s):  
Nineteenth Century ◽  
Science Education ◽  
British Empire ◽  
Western Science ◽  
Early Nineteenth Century ◽  
European Science ◽  
Growth Of Science

The establishment and consolidation of the British Empire in India occurred at a time of expanding interest and achievement in science in Europe. In India there was certainly an appreciation of the importance of this European science, for the growth of science education there in the early nineteenth century compares not unfavourably with that in England. But what kind of scientific interests and activities were to be found in India up to about 1850, and who were the men who pursued them ?

Early Childhood Science Education: Acknowledging and Valuing Differing Cultural Understandings

1996 ◽  
Vol 21 (3) ◽  
pp. 11-15 ◽  
Author(s):  
Marilyn Fleer
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Natural Sciences ◽  
Western Science ◽  
Scientific Thinking ◽  
Early Childhood Science ◽  
Early Childhood Science Education ◽  
Early Childhood Professionals

Science experiences in early childhood are common place, particularly in the natural sciences. However, when we organise these experiences they are usually framed from a Western science perspective. Little thought is given to other forms of science, such as Eastern or Aboriginal perspectives. This paper discusses the need to move away from such an ethnocentric view of science, and for early childhood professionals to actively seek out the cultural views which influence their children's scientific thinking. Accordingly, Aboriginal science is highlighted in this paper.

scholarly journals Towards Contextual and Cultural Relevant Science Education in Non-Western Countries: The African Experience

2015 ◽  
Vol 5 (3) ◽  
pp. 38 ◽  
Author(s):  
John Fungulupembe Kalolo
Keyword(s):  
Science Education ◽  
Cultural Change ◽  
Modern Science ◽  
Frames Of Reference ◽  
Modern World ◽  
Western Science ◽  
Western Countries ◽  
African Experience ◽  
Institutional Contexts ◽  
Per Se

<p>Recent reforms of science education in the modern world have shown an increased need for culturally and contextually responsive science education in non-western countries. Despite the initiatives, there has been little discussion about the problems of irrelevance, ineffectiveness, and dis-functionality of western science education in non-western contexts, especially Africa.This review examines science education (SE) practices as experienced in non-western contexts. Drawing insights from context conscious science education traditions, the paper examines the link between the modern science education and the students’ life worlds, in non-western contexts. It should be understood that this discussion is not about cultural change <em>per se</em>; rather, it is an engaging discussion focused at reimaging the western science to fit non-western frames of reference. Recognizing the need for relevant science education in non-western contexts, it is argued necessary to restructure science education in non-western contexts so that it exists within historical, cultural, and institutional contexts and that all western science education practices need to be examined to see whether they are better suited to non‐western communities.<strong></strong></p>

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