Brave new brains: sociology, family and the politics of knowledge

This article critically explores sociological arguments for greater biosocial synthesis, centring contemporary developments in public policy to demonstrate how such a reframing of humanity tends to reinforce existing political orders and socially patterned normativities. The case for further amalgamation of the social and life sciences is examined to suggest that production of somatic markers of truth from relational encounters largely relies upon an anaemic and politically contained version of the social as acquired in early childhood. More specifically, the gendered, classed and culturally specific practice of parenting children has come to occupy a new significance in accounts of social brains and environmentally reactive genomes. This is highlighted through a discussion of ‘early intervention’ as a heavily biologised policy rationale framing opportunities for biosocial collaboration. It is argued that late capitalist objectives of personal investment and optimisation are driving this assimilation of the social and life sciences, pursuing an agenda that traces and re-scores longstanding social divisions in the name of progress

Learning Environment, Attitudes and Achievement among Middle-School Science Students Using Inquiry-based Laboratory Activities

This study compared inquiry and non-inquiry laboratory teaching in terms of students’ perceptions of the classroom learning environment, attitudes toward science, and achievement among middle-school physical science students. Learning environment and attitude scales were found to be valid and related to each other for a sample of 1,434 students in 71 classes. For a subsample of 165 students in 8 classes, inquiry instruction promoted more student cohesiveness than non-inquiry instruction (effect size of one-third of a standard deviation), and inquiry-based laboratory activities were found to be differentially effective for male and female students