Humanistic school science

Research, policy, politics and classrooms

Bibliographic Data

ID21392733
AuthorsGlen S Aikenhead (0000-0003-2293-347X, College of Education University of Saskatchewan Saskatoon Saskatchewan Canada, corresponding author)
Year2023
Volume107
Issue2
Pages237-260
Publication date2023-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueScience Education (JOURNAL)
Journal identifiersISSN: 0036-8326 • E-ISSN: 1098-237X
PublisherWiley (PUBLISHER • GB)
DOI10.1002/sce.21774
OpenAlexW4304687458
LanguageEN
Citations received8
References cited69

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 their science prerequisite for postsecondary science‐related programs, to varying degrees. The article's conclusion rests mainly on historical and economic evidence, respectively: (1) The Sputnik crisis that instilled public fear and anxiety about the perceived technological gap between the United States and Soviet Union. This led to reforming high school science and implementing National Aeronautics and Space Administration. (2) The on‐growing climate‐change crisis for which the smart international money is increasingly investing in sustainable businesses and industries, which catalyze a shift in public values from the current “profit society” to a “sustainable society.” The article's rationale connects the two historical events. Over the past 30 years, the nature of normal science has evolved into post‐normal science. Today the public square also includes: (a) an international assessment project that receives a negative validity audit in this article; (b) a vocal small minority within the 85%, proud of their antiscience self‐identities and their leaders' hostile behavior (a problem to ameliorate by a reformed sustainable science education); and (c) instances of small‐scale, suitable reform examples developed over the last 70 years, often referred to as humanistic school science

Diversity (politics) · Normal science · Pedagogy · Political science · Politics · Public relations · Science education · Science, technology, society and environment education · Sociology · Climate Change Communication and Perception · Interdisciplinary Research and Collaboration · Law · Public Administration · Science Education and Pedagogy

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