【摘 要】
：
Initiatives in science for all have become a central area of focus in scienceeducation as students are increasingly having difficulty accessing school science,inpart,due to the framing of school scie
【机 构】
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University ofAlberta University of Calgary
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Initiatives in science for all have become a central area of focus in scienceeducation as students are increasingly having difficulty accessing school science,inpart,due to the framing of school science in Western epistemology(Cobem&Aikenhead,1 998;Lee,200 1;Gaskell,2003)．As such,students experiencetension between their home／community culture and the culture of school science．Thispilot study sought to explore science teacher’S views,in an Alberta,Canada,accredited school in Macau,China,on the potential cultural barriers to studentsaccessing the science curriculum and possible strategies to facilitate greater access．Teachers identified cultural barriers in areas related to content,context and pedagogy．This paper will initially synthesize existing literature concerning cultural contextswithin science education and present data from the pilot study which explicitlyidentifies teacher perceptions regarding cultural barriers to science education．
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