Over the past few decades our focus on learning science has evolved (Aikenhead, 1996; Cobern, 1993, 1994; Solomon, 1994). The psychological perspectives on the individual learner of earlier years, such as Piaget, Ausubel, and personal constructivism (West and Pines, 1985), have expanded to encompass sociological perspectives that contextualize learning in social settings; for instance, social constructivism, science for specific social purposes, and situated cognition (Goodnow, 1990; Hennessy, 1993; Layton, Davey and Jenkins, 1986; O'Loughlin, 1992; Solomon, 1987; Tharp and Gallimore, 1988). This chapter addresses the next stage in the evolution of our focus on learning science—an anthropological perspective that contextualizes learning in a cultural milieu.
WMU ScholarWorks Citation
Cobern, William W. and Aikenhead, Glen, "Cultural Aspects of Learning Science" (1997). Scientific Literacy and Cultural Studies Project . 13.
Cobern, William W., and Glen Aikenhead. "Cultural Aspects of Learning Science." National Association for Research in Science Teaching. Chicago, IL: March 1997.