SCIENCE EDUCATION VS SOCIAL EXCLUSION: DEVELOPING INSTRUCTIONAL MATERIAL FOR THE INTEGRATION OF SOCIALLY EXCLUDED GROUPS IN SCIENCE CLASSROOMS

Abstract

This paper focuses on making science easier to understand for all students. The traditional way of defining science teaching has in recent years proven to be limited. Hence the picture of the science classroom to date has been one where only those students with a natural talent to understand scientific issues are the most active ones within the whole science teaching process. At the same time those students who do not share this talent, not only are excluded because of the difficulty they face in understanding, but also they consider science obsolete as it does not touch upon their interests for their future. The science classroom is divided into two distinct groups that share no link of communication on the subject taught. And this most often extends to other subjects as well. This is mostly due to the fact that the conservative educational policy concerning science education refers to science as fact-based knowledge. In this context a fundamental feature of science is that it deals solely with scientific facts and excludes cultural, social, political or human values which would motivate all students to get involved. We aim to bring forth a different approach of science which is based on inter-communication among all students. We wish to point out the importance that lies behind scientific thinking which is that it facilitates all students to be able to take decisions on contemporary social, cultural, environmental and political issues as future citizens.