Science Education as a Human Right: A Systematic Review of the Literature

Patrick Schuck 1, Markus Sebastian Feser 1 *
More Detail
1 Physics Education, Universität Hamburg, Hamburg, GERMANY
* Corresponding Author
EUR J SCI MATH ED, Volume 10, Issue 3, pp. 338-351. https://doi.org/10.30935/scimath/11967
Published: 06 April 2022
OPEN ACCESS   1405 Views   617 Downloads
Download Full Text (PDF)

ABSTRACT

Basing school and university science education on an understanding of science education as a human right has been advocated by numerous authors. Broadly, the right to science education derives from the fundamental rights included in the Universal Declaration of Human Rights, namely the right to education and the right to science. The aim of the present study was to characterize the right to science education in greater detail and specify its conditions and barriers. To meet this aim, we conducted a systematic literature review entailing a bibliographic database search of the Web of Science and ProQuest and an article screening followed by a qualitative content analysis of the included publications. In doing so, we synthesized the findings of eight publications addressing the right to science education in various contexts. In this paper, we present the design and results of our analysis. The implications of our findings for future science education research are outlined at the end of this paper.

CITATION

Schuck, P., & Feser, M. S. (2022). Science Education as a Human Right: A Systematic Review of the Literature. European Journal of Science and Mathematics Education, 10(3), 338-351. https://doi.org/10.30935/scimath/11967

REFERENCES

  • Babaci-Wilhite, Z. (2017). A rights-based approach to science literacy using local languages: Contextualising inquiry-based learning in Africa. International Review of Education, 63(3), 381-401. https://doi.org/10.1007/s11159-017-9644-3
  • Bazzul, J., & Sykes, H. (2011). The secret identity of a biology textbook: Straight and naturally sexed. Cultural Studies of Science Education, 6(2), 265-286. https://doi.org/10.1007/s11422-010-9297-z
  • Boland, A., Cherry, G., & Dickson, R. (2017). Doing a systematic review: A student’s guide. SAGE.
  • Calabrese Barton, A. (2002). Urban science education studies: A commitment to equity, social justice and a sense of place. Studies in Science Education, 38(1), 1-37. https://doi.org/10.1080/03057260208560186
  • Chapman, A., & Wyndham, J. (2013). A human right to science. Science, 340(6138), 1291-1291. https://doi.org/10.1126/science.1233319
  • Connor, D. J., & Valle, J. W. (2015). A socio-cultural reframing of science and dis/ability in education: Past problems, current concerns, and future possibilities. Cultural Studies of Science Education, 10(4), 1103-1122. https://doi.org/10.1007/s11422-015-9712-6
  • Fensham, P. J., & Harlen, W. (1999). School science and public understanding of science. International Journal of Science Education, 21(7), 755-763. https://doi.org/10.1080/095006999290417
  • Garai Díaz de Lezana, M. (2017). Science for all: Extraterritorial obligations for the realization of the human right to science [Master’s thesis, Maastricht University]. Global Campus Open Knowledge Repository. https://doi.org/20.500.11825/512
  • Götschel, H. (2017). Drehmomente fallender Pinguine. Queer-dekonstruktive Perspektiven in der Physik [Torques of falling penguins. Queer-deconstructive perspectives in physics]. In N. Balzter, F. C. Klenk, & O. Zitzelsberger (Eds.), Queering MINT (pp. 129-151). Verlag Barbara Budrich. https://doi.org/10.2307/j.ctvdf06ds.11
  • Hoffman, D. C. (1980). Can children have a right to education? In J. Merritt, B. Radebaugh, & W. Miranda (Eds.), Proceedings of the Annual Conference of the Midwest Philosophy of Education Society 1978 (pp. 100-113). Midwest Philosophy of Education Society.
  • International Symposium on Human Rights and Equality in STEM Education (2021). Declaration on the human right to science education. In T. Tajmel, K. Starl, & S. Spintig (Eds.), The human rights-based approach to STEM education (pp. 23-24). Waxmann.
  • Keane, M. (2008). Science education and worldview. Cultural Studies of Science Education, 3, 587-621. https://doi.org/10.1007/s11422-007-9086-5
  • Leonard, J., Chamberlin, S. A., Johnson, J. B., & Verma, G. (2016). Social justice, place, and equitable science education: Broadening urban students’ opportunities to learn. The Urban Review, 48(3), 355-379. https://doi.org/10.1007/s11256-016-0358-9
  • Lerman, Z. M. (2017). Making science education accessible to all. Aula Abierta [Open Classroom], 46(2), 13-16. https://doi.org/10.17811/rifie.46.2.2017.13-16
  • Lindahl, R. (2006). The right to education in a globalized world. Journal of Studies in International Education, 10(1), 5-26. https://doi.org/10.1177/1028315305283308
  • Mancisidor, M. (2015). Is there such a thing as a human right to science in international law? ESIL Reflections, 4(1), 1-6.
  • Mandry, C. (2008). Vom Wert der Bildung und dem moralischen Recht auf Bildung [On the value of education and the moral right to education]. In H. J. Münk (Ed.), Wann ist Bildung erecht? [What makes education equitable?] (pp. 73-89). Bertelsmann.
  • Matthews, M. (1998). Constructivism in science education. Springer Science+Business Media. https://doi.org/10.1007/978-94-011-5032-3
  • Milner, A. R. (2015). Universal human rights and STEM education: Editorial. School Science and Mathematics, 115(6), 257-259. https://doi.org/10.1111/ssm.12134
  • Moravcsik, M. J. (1977). Is science elitist? A worldwide view. Physics Bulletin, 28(5), 205-205. https://doi.org/10.1088/0031-9112/28/5/011
  • Niedderer, H., & Schecker, H. (1992). Towards an explicit description of cognitive systems for research in physics learning. In R. Duit, H. Goldberg, & H. Niedderer (Eds.), Research in physics learning—Theoretical issues and empirical studies (pp. 74-98). Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik [Leibniz Institute for Science and Mathematics Education].
  • Porsdam Mann, S., Porsdam, H., & Donders, Y. (2020). “Sleeping beauty”: The right to science as a global ethical discourse. Human Rights Quarterly, 42(2), 332-356. https://doi.org/10.1353/hrq.2020.0020
  • Sadler, T. D. (2009). Situated learning in science education: Socio‐scientific issues as contexts for practice. Studies in Science Education, 45(1), 1-42. https://doi.org/10.1080/03057260802681839
  • Schnotz, W. (2011). Pädagogische Psychologie kompakt [Educational psychology compact]. Beltz.
  • Schreier, M. (2012). Qualitative content analysis in practice. SAGE.
  • Shaheed, F. (2012). Report of the special rapporteur in the field of cultural rights, Farida Shaheed: The right to enjoy the benefits of scientific progress and its applications. United Nations. https://digitallibrary.un.org/record/730844/files/A_HRC_20_26-EN.pdf
  • Sjøberg, S., & Schreiner, C. (2005). How do learners in different cultures relate to science and technology? Asia-Pacific Forum on Science Learning and Teaching, 6(2), 1-17.
  • Starl, K. (2021). The human right to science education re-examined. In T. Tajmel, K. Starl, & S. Spintig (Eds.), The human rights-based approach to STEM education (pp. 25-40). Waxmann.
  • Stilgoe, J., Lock, S. J., & Wilsdon, J. (2014). Why should we promote public engagement with science? Public Understanding of Science, 23(1), 4-15. https://doi.org/10.1177/0963662513518154
  • Stinken-Rösner, L., Rott, L., Hundertmark, S., Baumann, Th., Menthe, J., Hoffmann, Th., Nehring, A., & Abels, S. (2020). Thinking inclusive science education from two perspectives: Inclusive pedagogy and science education. Research in Subject-Matter Teaching and Learning, 3, 30-45. https://doi.org/10.23770/rt1831
  • Tajmel, T. (2017). Naturwissenschaftliche Bildung in der Migrationsgesellschaft [Science education in migration society]. Springer. https://doi.org/10.1007/978-3-658-17123-0
  • Tajmel, T. (2019). Diversity, human rights and physics education: Theoretical perspectives and critical awareness. In M. Pietrocola (Ed.), Upgrading physics education to meet the needs of society (pp. 239-252). Springer. https://doi.org/10.1007/978-3-319-96163-7_16
  • Tajmel, T., Starl, K., & Spintig, S. (2021). Introduction. In T. Tajmel, K. Starl, & S. Spintig (Eds.), The human rights-based approach to STEM education. Waxmann. https://doi.org/10.31244/9783830992202
  • Tate, W. (2001). Science education as a civil right: Urban schools and opportunity-to-learn considerations. Journal of Research in Science Teaching, 38(9), 1015-1028. https://doi.org/10.1002/tea.1045
  • Thomas, G., & Durant, J. (1987). Why should we promote the public understanding of science? Scientific Literacy Papers: A Journal of Research in Science, Education and Research, 1, 1-14.
  • Tomasevški, K. (2001). Human rights obligations: Making education available, accessible, acceptable and adaptable. Novum Grafiska AB.
  • United Nations. (1948). Universal declaration of human rights. https://www.un.org/sites/un2.un.org/files/udhr.pdf
  • United Nations. (1967). International covenant on economic, social, and cultural rights. https://www.ohchr.org/en/instruments-mechanisms/instruments/international-covenant-economic-social-and-cultural-rights
  • Willems, K. (2007). Schulische Fachkultur und Geschlecht. Physik und Deutsch—Natürliche Gegenpole? [Subject culture and gender within schools. Are physics and German classes like natural opposites?]. Transcript. https://doi.org/10.1515/9783839406885
  • Wirtz, M., & Caspar, F. (2002). Beurteilerübereinstimmung und Beurteilerreliabilität [Rater agreement and rater reliability]. Hogrefe.
  • Wyndham, J. M., & Vitullo, M. W. (2018). Define the human right to science. Science, 362(6418), 975-975. https://doi.org/10.1126/science.aaw1467
  • Wyndham, J. M., Vitullo, M. W., Kraska, K., Sianko, N., Carbajales, P., Nunez-Eddy, C., & Platts, E. (2017). Giving meaning to the right to science: A global and multidisciplinary approach. American Association for the Advancement of Science. https://www.aaas.org/sites/default/files/s3fs-public/reports/Right_to_Science_Report.pdf