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(2010) Cultural studies and environmentalism, Dordrecht, Springer.
On critical thinking, indigenous knowledge and raisins floating in soda water
pp. 357-376
In the same spirit of Kellog's autobiographical approach to capturing the general impression of science education, let me be completely honest at the outset of this chapter on my own forays of these classrooms: As a primary school student, I enjoyed moderate success receiving second prize in a science fair, an attempt at animal behavior science. The experiment was an unsuccessful attempt to train my one-eyed hamster to push a button for food. Upon retrospect, it is pretty clear to me that I probably won the fair through a rodent that evoked both sympathy and adorable appeal from the fair judges. In secondary school, I plugged along with varying uninspired successes, finding myself in advanced biology only through a probable timetable schedule error. From primary to secondary education, my science education experience was noteworthy only in that it was so unremarkable.
Publication details
DOI: 10.1007/978-90-481-3929-3_31
Full citation:
(2010)., On critical thinking, indigenous knowledge and raisins floating in soda water, in D. J. Tippins, M. P. Mueller, M. Van Eijck & J. D. Adams (eds.), Cultural studies and environmentalism, Dordrecht, Springer, pp. 357-376.
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