From science as ‘content’ to science as ‘interpretive key’: experiences and reflections from a science course in teacher education

摘要: Despite science's central role in European culture, public perception of, and participation with, science is characterised by contradictions conflicting agenda. School curriculum reform, for example Scottish Government, promotes ‘science citizenship’, yet teachers' understandings of the nature its relationship with society are often underdeveloped. This article reports on experiences a group first-year students enrolled course ‘socio-cultural perspectives learning’ within primary teacher education programme. Drawing sociocultural theory, attention was given to language as system constructing symbolic realities. Through activities, which explored knowledge production communication, were encouraged reflect dynamic between content, methods value-frameworks. Findings cluster around interconnected themes: students' views knowledge, genres across...