The shifting sands of values in science education: an introduction

In 2007, the Monash-Kings College London International Centre for the Study of Science and Mathematics Curriculum edited a book called The Re-emergence of Values in Science Education. In his review of this book, Derek Hodson (2008) stated, “The book is timely, in that it reflects a discernible shift in the science curriculum in many countries towards consideration of the ways in which socio-cultural, economic and political factors impact on science and technology” (p. 995). In 2007, The re-emergence of values in science education indicated a discernible shifting in the science curriculum. More than a decade later, these shifts continue, perhaps in more diverse ways than originally considered. However, tensions remain in curriculum development and implementation, as evidenced by the continued diversity of views about what and whose values matter most.