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International Journal of Science Education Volume 17, 1995 - Issue 1
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Original Articles

Cultural influences in science education

Eva Krugly‐Smolska Mathematics Science Technology Education Group, Faculty of Education, Queen's University, Kingston, Ontario, Canada K7L 3N6
Pages 45-58 | Published online: 24 Feb 2007

Citations (17)

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Read on this site (9)

Elaosi Vhurumuku & Maebeebe Mokeleche. (2009) The nature of science and indigenous knowledge systems in South Africa, 2000–2007: A critical review of the research in science education. African Journal of Research in Mathematics, Science and Technology Education 13:sup1, pages 96-114.
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Nelofer Halai & Derek Hodson. (2004) Munazza's story: Shedding light on a science teacher's conceptions of the nature of science through a life history study. Canadian Journal of Science, Mathematics and Technology Education 4:2, pages 193-208.
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Wanja Gitari. (2003) An inquiry into the integration of indigenous knowledges and skills in the Kenyan secondary science curriculum: A case of human health knowledge1. Canadian Journal of Science, Mathematics and Technology Education 3:2, pages 195-212.
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Michèle Stears, Cliff Malcolm & Lavine Kowlas. (2003) Making use of everyday knowledge in the science classroom. African Journal of Research in Mathematics, Science and Technology Education 7:1, pages 109-118.
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Gwyneth Hughes. (2001) Exploring the Availability of Student Scientist Identities within Curriculum Discourse: An anti-essentialist approach to gender-inclusive science. Gender and Education 13:3, pages 275-290.
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Derek Hodson. (2001) Inclusion without assimilation: Science education from an anthropological and metacognitive perspective. Canadian Journal of Science, Mathematics and Technology Education 1:2, pages 161-182.
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Peter Ninnes. (2000) Representations of indigenous knowledges in secondary school science textbooks in Australia and Canada. International Journal of Science Education 22:6, pages 603-617.
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Bonnie Shapiro & David Kirby. (1998) An Approach to Consider the Semiotic Messages of School Science Learning Culture. Journal of Science Teacher Education 9:3, pages 221-240.
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GlenS. Aikenhead. (1996) Science Education: Border Crossing into the Subculture of Science. Studies in Science Education 27:1, pages 1-52.
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Articles from other publishers (8)

Eddia Copeland Solas & Vimala Kamalodeen. (2022) Culturally Relevant Pedagogies (CRP) and Culturally Responsive Teaching (CRT) in Science Education: Black Success Stories in Ontario. Canadian Journal of Science, Mathematics and Technology Education 22:4, pages 796-817.
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D. Lathouris. (2022) Assessing Use of Language as Mediating Mean in Science Teaching in Activity Theory Terms: A Discourse Analysis in Socioculturally Diverse Classroom Settings in Greece. Cultural-Historical Psychology Культурно-историческая психология 18:4, pages 102-110.
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Maria Carolina Sotero, Ângelo Giuseppe Chaves Alves, Janaina Kelli Gomes Arandas & Maria Franco Trindade Medeiros. (2020) Local and scientific knowledge in the school context: characterization and content of published works. Journal of Ethnobiology and Ethnomedicine 16:1.
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M. Elizabeth Barnes & Sara E. Brownell. (2018) Experiences and practices of evolution instructors at Christian universities that can inform culturally competent evolution education. Science Education 102:1, pages 36-59.
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Samson Madera Nashon & Ebby K. Madera. (2013) Instrument for Assessing Disposition for Contextual Learning of Science of Students in East Africa. SAGE Open 3:3, pages 215824401349486.
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Joy Janzen. (2008) Teaching English Language Learners in the Content Areas. Review of Educational Research 78:4, pages 1010-1038.
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Gwyneth Hughes. (2000) Marginalization of Socioscientific Material in Science-Technology-Society Science Curricula: Some Implications for Gender Inclusivity and Curriculum Reform. Journal of Research in Science Teaching 37:5, pages 426-440.
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Derek Hodson. (1999) Going beyond cultural pluralism: Science education for sociopolitical action. Science Education 83:6, pages 775-796.
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