Science education is crucial for shaping the culture of science and its practitioners. Boundaries currently limit ties between natural and social science education structures, exposing the public to a one-dimensional science and its possible ramifications. Believing this to be a “crisis,” I explore a variety of approaches to re-visioning science education and the ensuing forms of resistance that these face. In addition, a more personal accounting of my experience with trying to integrate social and cultural issues into the education of scientists allows me to explore the forms of resistance I faced; bridge the gap between theory and practice; and locate more effective ways of re-visioning science education.
"Re-visioning Science Education,"
Journal of International Women's Studies: Vol. 5:
4, Article 4.
Available at: https://vc.bridgew.edu/jiws/vol5/iss4/4