Abstract
‘[S]ociologists have made virtually no contribution to our understanding of the teaching and learning of science.’ So wrote M. F. D. Young in 1974. Much has changed in science education in the intervening fourteen years, but his remark is as true today as it was then. Young’s own attempt to develop a sociology of the science curriculum in schools petered out in two early articles (1976; 1977). Since then, sociologists have been conspicuous by their silence. And yet the academic study of science education is a flourishing sub-discipline with at least three specialist research journals in Great Britain — the International (formerly European) Journal of Science Education, the Journal for Research in Science and Technological Education and Studies in Science Education — as well as the highly influential American Journal of Research in Science Teaching and Science Education. Nevertheless, with the partial exception of Studies in Science Education, which regularly publishes articles with a historical or philosophical emphasis, the academic field is dominated by psychologists and curriculum and methods specialists.
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© 1990 British Sociological Association
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Kelly, A. (1990). Who Gets Science Education?. In: Varcoe, I., McNeil, M., Yearley, S. (eds) Deciphering Science and Technology. Explorations in Sociology. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-349-20520-2_3
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DOI: https://doi.org/10.1007/978-1-349-20520-2_3
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