"This article describes and analyzes the surprisingly uncertain value of school science in an academically prestigious high school at a time when reform in science education is again a national priority. In a cultural analysis focused on school lessons, it traces how school participants produce a veritable absence of science in science classes and how the production is sensible, or understandable, given their particular institutional and social circumstances."
The author was particularly interested in examining the science content knowledge imparted in science classrooms. She brings a cultural perspective to the examination of how curricular choices are shaped by particular school contexts.
