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Marginalization of Socioscientific Material in Science-Technology-Society Science Curricula: Some Implications for Gender Inclusivity and Curriculum Reform.
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Hughes, Gwyneth – Journal of Research in Science Teaching, 2000
Demonstrates how socioscientific material is marginalized through the structures and language of syllabus texts and through classroom practices using the example of Salters' Advanced Chemistry from the United Kingdom. Concludes that socioscientific content is gendered through association with social concerns and epistemological uncertainty, and…
Descriptors: Chemistry, Controversial Issues (Course Content), Epistemology, Foreign Countries