Jay Lemke: Quotes about science

“[Teachers] emphasize the human side of science: real activities by real human beings, both today and in specific periods of history. Personal characteristics of scientists, with which students can identify, should be emphasized rather than making scientists seem superhuman or alien.”

Jay Lemke

Source: Talking Science: Language, Learning, and Values. 1990, p. 175-6; as cited in: Hanuscin & Lee (2010)

History , Teachers , Science , Personality

“Science does not speak of the world in the language of words alone, and in many cases it simply cannot do so. The natural language of science is a synergistic integration of words, diagrams, pictures, graphs, maps, equations, tables, charts, and other forms of visual and mathematical expression… [Science thus consists of] the languages of visual representation, the languages of mathematical symbolism, and the languages of experimental operations.”

Jay Lemke

Jay Lemke (2003), "Teaching all the languages of science: Words , symbols, images and actions," p. 3; as cited in: Scott, Phil, Hilary Asoko, and John Leach. "Student conceptions and conceptual learning in science." Handbook of research on science education (2007): 31-56.

World , Mathematics , Nature , Science

“If you ask most teachers of science what their main goal is, they will probably say: for my students to understand the basic concepts of physics, chemistry, biology, or whatever other field is being studied. The critical words here are ‘understand’ and ‘concept’, and both of these terms assume a fundamentally psychological approach to learning… If we see the goals of science education in terms of what students will be able to do, and how they will be able to make sense of the world, rather than in terms of our speculations about what may be going on in their brains, then we need to see scientific learning as the acquisition of cultural tools and practices, as learning to participate in very specific and often specialized forms of human activity”

Jay Lemke

Jay L. Lemke, " Teaching all the languages of science: Words, symbols, images, and actions http://academic.brooklyn.cuny.edu/education/jlemke/papers/barcelon.htm." Conference on Science Education in Barcelona. 1998.

World , Education , Understanding , Sense

“The basic point-of-view is that science is a social process.”

Jay Lemke

Source: Talking Science: Language, Learning, and Values. 1990, p. xi

Science

“Science has often presented itself, intentionally or unintentionally as a "truer" or even the true way of talking about the world. In science classrooms, except for rare occasions, this is the way science is taught and presented. Not as a way of talking about the world, but as the way the world is.”

Jay Lemke

Source: Talking Science: Language, Learning, and Values. 1990, p. 126

World , Way , Science

“Learning science means learning to talk science… Talking science means observing, describing, comparing, classifying, analysing, discussing, hypothesizing, theorizing, questioning, challenging, arguing, designing experiments, following procedures, judging, evaluating, deciding, concluding, generalizing, reporting … in and through the language of science.”

Jay Lemke

Source: Talking Science: Language, Learning, and Values. 1990, p. 1; as cited in: Bernard Laplante, "Teaching science to language minority students in elementary classrooms." NYSABE Journal 12 (1997): 62-83.

Question , Learning , Science

“It is dangerous to society to have students leave school believing that science is a perfect means to absolute, objective truths, discovered by people of superhuman intelligence. Apart form the danger that scientific “findings” could be used to justify wrong social polices, an impersonal, inhuman view of science alienates many students from the subject. If we are to encourage students of all kinds to take in interest in science, and use it for their own purposes, we need to show it as it really is.”

Jay Lemke

Source: Talking Science: Language, Learning, and Values. 1990, p. 175

People , Truth , School , Intelligence

“The mystique of science is an essential tool for technocratic rule. Through it we are all taught that science, as the paradigm of all expert knowledge, has an objective, superior, and special truth that only the superintelligent few can understand. Science education, like it or not, does a great job in foisting these myths on most of us.”

Jay Lemke

Source: Talking Science: Language, Learning, and Values. 1990, p. 149

Truth , Education , Understanding , Knowledge

“Science teachers have a special responsibility to study the nature of science as a discipline, how it works, how it is described by sociologists, historians, and philosophers from different points of view…. Science education cannot just be about learning science: Its foundation must be learning about the nature of science as a human activity.”

Jay Lemke

Source: Talking Science: Language, Learning, and Values. 1990, p. 175; as cited in: Hanuscin, Deborah L., and Michele H. Lee. "Teaching Against the Mystique of Science: Literature Based Approaches in Elementary Teacher Education." Learning, Teaching, and Curriculum presentations (MU) (2010).

Education , Nature , Study , Learning