Abstract:
Introduction Multiculturalism has made less progress in science education compared with other curriculum areas, reflecting the abyss separating science and culture, and the adherence of school science to a traditional disciplinary view of the curriculum and the canonical science knowledge therein (Duschl, 1985). The nature of science knowledge, purposely aiming to exclude human dimensions such as aesthetics or history, precludes the options available for multicultural reform of the curriculum found in other subjects such as the arts, social studies, or English ...
