Levinson, R;
(2018)
Realising the school science curriculum.
Curriculum Journal
10.1080/09585176.2018.1504314.
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Abstract
This article identifies historical, pedagogical and epistemological problems which distance the school science curriculum from social questions, and issues of social justice more specifically. Drawing on a critical realist approach it addresses these problems and aims to demonstrate that social justice lies at the heart of inquiry in science in schools.
| Type: | Article |
|---|---|
| Title: | Realising the school science curriculum |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/09585176.2018.1504314 |
| Publisher version: | https://doi.org/10.1080/09585176.2018.1504314 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | School science curriculum, epistemology, critical realism, social justice |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10060328 |
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