A Blend of Romanism and Germanism: Experimental Science Instruction in Belgian State Secondary Education, 1880-1914

Autor/in	Onghena, Sofie
Titel	A Blend of Romanism and Germanism: Experimental Science Instruction in Belgian State Secondary Education, 1880-1914
Quelle	In: Science & Education, 22 (2013) 4, S.807-825 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-012-9512-2
Schlagwörter	Science Education; Foreign Countries; Science Instruction; Science Teachers; Laboratories; Nationalism; Textbooks; State Schools; Secondary Education; Case Studies; Chemistry; Physics; Belgium; France; Germany + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Laboratory; Laboratorium; Nationalismus; Textbook; Text book; Schulbuch; Lehrbuch; Staatliche Schule; Sekundarbereich; Case study; Fallstudie; Case Study; Chemie; Physik; Belgien; Frankreich; Deutschland
Abstract	A case study of secondary experimental science instruction in Belgium demonstrates the importance of cross-national communication in the study of science education. Belgian secondary science education in the years 1880-1914 had a clear internationalist dimension. French and German influences turn out to have been essential, stimulated by the fact that Belgium, as a result of its geographical position, considered itself as the centre of scientific relations between France and Germany, and as actually strengthened by its linguistic and cultural dualism in this regard. This pursuit of internationalist nationalism also affected the configuration of chemistry and physics as experimental courses at Belgian Royal State Schools, although the years preceding WWI are usually characterized as a period of rising nationalism in science, with countries such as Germany and France as prominent actors. To what extent did France and Germany influence Belgian debates on science education, science teachers' training, the use of textbooks, and the instalment of school laboratories and teaching collections? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10