This paper examines the relation between situated cognition theory in science education, and feminist standpoint theory in philosophy of science. It shows that situated cognition is an idea borrowed from a long since discredited philosophy of science. It argues that feminist standpoint theory ought not be indulged as it is a failed challenge to…

To support K-12 students with significant disabilities and get an accurate picture of their skills and knowledge, schools need to implement effective alternate assessment based on alternate achievement standards (AA-AAS). This is the guidebook every team should have--not only to develop successful AA-AAS linked with grade-level content standards,…

Explains some dimensions of scientific literacy and introduces a framework for contemporary reform. Describes some aspects of the National Science Education Standards including its advocacy for equal access to science education. (19 references) (JRH)

Examines level at which gender issues are addressed in middle school science classes. Argues that in the crucial area of science education, particularly for girls at the middle school level, "equal" rather than "equitable" as a dominant teacher attitude may be inadequate to ensure that gender imbalances are rectified. (SD)

Addresses the hypothesis that girls must receive advantaged treatment to achieve a level playing field in the area of science education. Expresses concern that: (1) the result of advantaged treatment is unknown; (2) too much emphasis is placed on the power of textbooks; and (3) too much emphasis is placed on sexism in science versus science in…

Argues that Chattin's criticism in fact illustrates the authors' stand that people are extremely uncomfortable with the idea of a proactive stance toward equity for groups that have traditionally held less than equal status. Addresses each concern, and reiterates that disadvantaged groups must now receive advantaged treatment to catch up. (SD)