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Title

EXPLANATION TO AN ANTHROPOLOGICAL APPROACH TO SCIENCE EDUCATION

Pages

 Start Page 8 | End Page 36

Abstract

 The purpose of this paper is to find a sound explanation to an ANTHROPOLOGICAL APPROACH to SCIENCE EDUCATION. This approach is based on holistic and emic points of view. ANTHROPOLOGICAL APPROACH will open new windows for researchers in the field of education to see issues in a different light. To clarify the characterizations of ANTHROPOLOGICAL APPROACH to SCIENCE EDUCATION and showing its differences with social constructivism and personal constructivism, we will draw epistemological, pedagogical and methodological dimensions of this approach in our outline. We will use Giroux’s concept of cultural border crossing to explain cultural aspects of LEARNING. Cultural border crossing together with anthropological definition of LEARNING will reveal new aspects of complexity of science LEARNING. The degree of cultural difference that pupils perceive between their life-world and the science classroom is important in understanding the difficulties of teaching and LEARNING in SCIENCE EDUCATION. The result of this study shows that LEARNING science is not solely limited to students’ intellectual and cognitive abilities. Having a holistic view based on ANTHROPOLOGICAL APPROACH, expand researchers’ conceptual horizon, empowering them to conceptualize problems of SCIENCE EDUCATION. Finally we will see that LEARNING science is a complex and organic interaction among personal orientation of students; the societal-ecological setting of classroom; the subcultures of students’ family, local community, and school; the CULTURE of their country or nation; and the subculture of science and school science.

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