Abstract
In this chapter, science is described as a social-institutional system. The system’s components include professional activities, scientific ethos, social certification, social values, organizational, political, and financial aspects of science. After reviewing these categories, a framework is introduced that can be extended to educational contexts to guide the teaching and learning of the social-institutional aspects of science. Pedagogical examples are drawn from historical and more contemporary cases in science to highlight some underrepresented features of the social-institutional contexts of science. Some example curricula are used to situate the extent to which the mentioned social-institutional aspects are covered in school science.
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Erduran, S., Dagher, Z.R. (2014). Science as a Social-Institutional System. In: Reconceptualizing the Nature of Science for Science Education. Contemporary Trends and Issues in Science Education, vol 43. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9057-4_7
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