Realising the school science curriculum

Abstract

This article identifies historical, pedagogical and epistemological problems which distance the school science curriculum from social questions, and issues of social justice more specifically. Drawing on a critical realist approach it addresses these problems and aims to demonstrate that social justice lies at the heart of inquiry in science in schools.

Keywords:

• School science curriculum
• epistemology
• critical realism
• social justice

Disclosure statement

No potential conflict of interest was reported by the author.

Table 1. Three domains within a critical realist approach.

Notes

1 There is no clear distinction between traditionalists and progressives. There are many grey areas. This is simply a ploy to set up the main terms of the debate.