Towards a Critical Science Education

In the introduction to this book, a critical question was raised: Whose interests are being served by science education Of course, the very asking of this question foreshadows a common dimension to the types of insight one might expect from the ensuing chapters. The question is, indeed, a hallmark of a social constructivist perspective on the generation and legitimation of knowledge, whether by scientists or students of science; a perspective that foregrounds the cultural context within which knowledge is developed, legitimated and made use of