Student views on the influence of culture on science

Abstract

This article reports on the reasoned viewpoints held by 17‐year‐old students (N>2000) concerning the influence on science from cultural norms (expressed in terms of education, moral values, religion and politics). The students’ viewpoints often fell into one of three groups: (1) a small majority who acknowledged the impact of cultural norms on science (an impact validated in the social studies of science literature), (2) a large minority who debated the degree to which cultural constraints can override a scientist's individuality, and (3) a small minority who adhered to an idealistic narrow belief in science's isolation from cultural norms (a view shared by a majority of science teachers). The study detected differences between anglophone and francophone students representing two distinct cultures within Canada. The results of the study have implications for science educators when they develop curricula or plan instruction involving science‐related social controversies, particularly issues related to racism or ethnocentrism in science and technology.