Charting Dewey’s Influence on Contemporary Scholarship in Science Education Journals (1992-2012)

• In Event: Poster Session 12
  In Poster Session: Curriculum Policy and Practice: Understanding Dewey’s Impact in Education

Abstract

The purpose of this presentation is to examine the influence of John Dewey on contemporary scholarship in science education. We performed an in-depth content analysis of the past twenty years of four prominent science education research journals: the Journal of Research in Science Teaching, Science & Education, Science Education, and the International Journal of Science Education. We also reviewed articles in Education & Culture, the official journal of the John Dewey Society. Our analysis suggests that most connections to Dewey related to the following ideas: inquiry, pragmatism/epistemology, reform, experiential/hands-on learning, and aesthetic/transformative experience. We were surprised that two aspects of Dewey’s work that did not seem to be cited prominently: the importance of subject-matter, and learning as social and cultural.

Authors

• E. David Wong, Michigan State University

• Kevin J. Pugh, University of Northern Colorado