Glen S Aikenhead
Biographic Data
| ID | 3443173 |
|---|---|
| NAME | Glen S Aikenhead |
| GIVEN NAMES | Glen S |
| FAMILY NAME | Aikenhead |
| SIGNATURE | AIKENHEAD G S |
| AFFILIATIONS | University of Saskatchewan |
| ORCID | 0000-0003-2293-347X |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 37 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Humanistic school science: Research, policy, politics and classrooms
This article establishes a rational, feasible, and necessary conclusion to reform high school science content into an equitable experience for its wide diversity of students' self‐identities. Research indicates that 85% of graduates would not normally have enrolled in any science course unless required. Their values are more aligned with their everyday world and/or the world of the humanities, to varying degrees. The 15% had already fulfilled the…
Humanistic science education: The history of science and other relevant contexts
This article offers a retrospective synopsis of 70 years of development of a humanistic approach to science education. Instruction using the history of science, for example, provides a rich context for students to learn not only canonical science content on a need‐to‐know basis, but also content from the other domains of humanistic science education, including: the nature of science and scientists, cultural studies, and the multifarious interplay…
Resolving Conflicting Subcultures Within School Mathematics: Towards A Humanistic School Mathematics
School Science and Mathematics Storylines
Enhancing School Mathematics Culturally: A Path of Reconciliation
Rethinking the ‘Western Tradition’: A response to Enslin and Horsthemke
This is a reply to an article authored by Enslin and Horsthemke (2014) published in Educational Philosophy and Theory (EPAT). Enslin and Horsthemke argue that those who they refer to as ‘friends of the subaltern’ pit themselves against a straw-person that is swiftly dismissed in pointing out blindness of the Western tradition. They point out that in doing so ‘friends of the subaltern’ pursue a ‘politics of resentment’. In their reply, Le Grange a…
An Emerging Decolonizing Science Education in Canada
Indigenous knowledge and science revisited
Cross-Cultural Science Teaching: Rekindling Traditions for Aboriginal Students
Towards decolonizing the pan‐Canadian science framework
The educo‐politics of curriculum development: A response to Peter Fensham's ‘time to change drivers for scientific literacy’
Cross‐cultural science teaching: Rekindling traditions for aboriginal students
Toward a First Nations cross-cultural science and technology curriculum
This article explores First Nations (Native American) science education from a cultural perspective. Science is recognized as a subculture of Western culture. Scientific and Aboriginal ideas about nature are contrasted. Learning science is viewed as culture acquisition that requires First Nations students to cross a cultural border from their everyday world into the subculture of science. The pathway toward the cross-cultural education explored i…
Science Education: Border Crossing into the Subculture of Science
(1996). Science Education: Border Crossing into the Subculture of Science. Studies in Science Education: Vol. 27, No. 1, pp. 1-52.
Logical Reasoning in Science and Technology: An Academic STS Science Textbook
The integration of STS into science education
1992). The integration of STS into science education. Theory Into Practice: Vol. 31, Science-Technology-Society/Opportunities, pp. 27-35
A Module for Teaching Scientific Decision Making
Collective Social Decision-Making: Implications for Teaching Science
Collective decision making in the social context of science
An Emerging Decolonizing Science Education in Canada
Collective decision making in the social context of science
Rethinking the ‘Western Tradition’: A response to Enslin and Horsthemke
This is a reply to an article authored by Enslin and Horsthemke (2014) published in Educational Philosophy and Theory (EPAT). Enslin and Horsthemke argue that those who they refer to as ‘friends of the subaltern’ pit themselves against a straw-person that is swiftly dismissed in pointing out blindness of the Western tradition. They point out that in doing so ‘friends of the subaltern’ pursue a ‘politics of resentment’. In their reply, Le Grange a…
The integration of STS into science education
1992). The integration of STS into science education. Theory Into Practice: Vol. 31, Science-Technology-Society/Opportunities, pp. 27-35
Collective Social Decision-Making: Implications for Teaching Science
Collective decision making in the social context of science
A Module for Teaching Scientific Decision Making
Logical Reasoning in Science and Technology: An Academic STS Science Textbook
The integration of STS into science education
1992). The integration of STS into science education. Theory Into Practice: Vol. 31, Science-Technology-Society/Opportunities, pp. 27-35
Science Education: Border Crossing into the Subculture of Science
(1996). Science Education: Border Crossing into the Subculture of Science. Studies in Science Education: Vol. 27, No. 1, pp. 1-52.
Toward a First Nations cross-cultural science and technology curriculum
This article explores First Nations (Native American) science education from a cultural perspective. Science is recognized as a subculture of Western culture. Scientific and Aboriginal ideas about nature are contrasted. Learning science is viewed as culture acquisition that requires First Nations students to cross a cultural border from their everyday world into the subculture of science. The pathway toward the cross-cultural education explored i…
The educo‐politics of curriculum development: A response to Peter Fensham's ‘time to change drivers for scientific literacy’
Cross‐cultural science teaching: Rekindling traditions for aboriginal students
Cross-Cultural Science Teaching: Rekindling Traditions for Aboriginal Students
Towards decolonizing the pan‐Canadian science framework
Indigenous knowledge and science revisited
An Emerging Decolonizing Science Education in Canada
Rethinking the ‘Western Tradition’: A response to Enslin and Horsthemke
This is a reply to an article authored by Enslin and Horsthemke (2014) published in Educational Philosophy and Theory (EPAT). Enslin and Horsthemke argue that those who they refer to as ‘friends of the subaltern’ pit themselves against a straw-person that is swiftly dismissed in pointing out blindness of the Western tradition. They point out that in doing so ‘friends of the subaltern’ pursue a ‘politics of resentment’. In their reply, Le Grange a…
Enhancing School Mathematics Culturally: A Path of Reconciliation
School Science and Mathematics Storylines
Resolving Conflicting Subcultures Within School Mathematics: Towards A Humanistic School Mathematics
Humanistic science education: The history of science and other relevant contexts
This article offers a retrospective synopsis of 70 years of development of a humanistic approach to science education. Instruction using the history of science, for example, provides a rich context for students to learn not only canonical science content on a need‐to‐know basis, but also content from the other domains of humanistic science education, including: the nature of science and scientists, cultural studies, and the multifarious interplay…
Humanistic school science: Research, policy, politics and classrooms
This article establishes a rational, feasible, and necessary conclusion to reform high school science content into an equitable experience for its wide diversity of students' self‐identities. Research indicates that 85% of graduates would not normally have enrolled in any science course unless required. Their values are more aligned with their everyday world and/or the world of the humanities, to varying degrees. The 15% had already fulfilled the…
Sociology (13 works) · Mathematics education (10 works) · Science Education and Pedagogy (10 works) · Pedagogy (9 works) · Political science (7 works) · Psychology (7 works) · Science education (7 works) · Indigenous and Place-Based Education (6 works) · Law (5 works) · Computer Science (4 works)