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1.
Pey-Yan Liou 《Research in Science & Technological Education》2013,31(2):162-181
Background: In Bangladesh, a common science curriculum caters for all students at the junior secondary level. Since this curriculum is for all students, its aims are both to build a strong foundation in science while still providing students with the opportunities to use science in everyday life – an aim consistent with the notion of scientific literacy.Purpose: This paper reports Bangladeshi science teachers’ perspectives and practices in regard to the promotion of scientific literacy.Sample: Six science teachers representing a range of geographical locations, school types with different class sizes, lengths of teaching experience and educational qualifications.Design and method: This study employed a case study approach. The six teachers and their associated science classes (including students) were considered as six cases. Data were gathered through observing the teachers’ science lessons, interviewing them twice – once before and once after the lesson observation, and interviewing their students in focus groups.Results: This study reveals that participating teachers held a range of perspectives on scientific literacy, including some naïve perspectives. In addition, their perspectives were often not seen to be realised in the classroom as for teachers the emphasis of learning science was more traditional in nature. Many of their teaching practices promoted a culture of academic science that resulted in students’ difficulty in finding connections between the science they study in school and their everyday lives. This research also identified the tension which teachers encountered between their religious values and science values while they were teaching science in a culture with a religious tradition.Conclusions: The professional development practice for science teachers in Bangladesh with its emphasis on developing science content knowledge may limit the scope for promoting the concepts of scientific literacy. Opportunities for developing pedagogic knowledge is also limited and consequently impacts on teachers’ ability to develop the concepts of scientific literacy and learn how to teach for its promotion. 相似文献
2.
科学素养(Scientific Literacy)是当代科学教育的核心概念.本文以美国科学教育改革为背景,介绍了美国化学会开发的旨在提高科学素养的化学课程.文章重点分析了"社会中的化学"(ChemCom)中的科学素养要素,最后对科学素养与课程发展的关系进行了讨论. 相似文献
3.
Rola Khishfe 《International Journal of Science Education》2013,35(18):3067-3100
The purpose of this study was twofold: (a) develop a conceptual framework for environmental science literacy; and consequently (b) examine the potential of science standards/curricula to prepare environmentally literate citizens. The framework comprised four pillars: science content knowledge, scientific inquiry, nature of science (NOS), and socioscientific issues (SSI). A conceptual understanding of these pillars as interconnected was presented and justified. Then the developed framework was used to examine the potential of the Qatari science standards to prepare environmentally literate citizens. Results showed that the secondary Qatari science standards generally take up the pillars of science content and scientific inquiry in an explicit manner. The NOS pillar is rarely addressed, while the SSI pillar is not addressed in the objectives and activities in a way that aligns with the heavy emphasis given in the overall aims. Moreover, the connections among pillars are mostly manifested within the activities and between the science content and scientific inquiry. The objectives and activities targeting the environment were less frequent among the four pillars across the Qatari standards. Again, the connections related to the environment were less frequent in conformity with the limited environmental objectives and activities. Implications from this study relate to the need for the distribution of the four pillars across the standards as well as the presentation of the different pillars as interconnected. 相似文献
4.
Jesper Sjöström Nadja Frerichs Vânia G. Zuin Ingo Eilks 《Studies in Science Education》2017,53(2):165-192
Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent years, the concept of Bildung has slowly begun to be used in the international science and environmental education literature. This paper presents a systematic analysis of the international literature concerning the use of the concept of Bildung, with a view on its meaning in and for science education. At least five versions based on or closely connected to the tradition of Bildung can be identified: (a) Von Humboldt’s classical Bildung, (b) Anglo-American liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. These different understandings of Bildung are discussed in relation to their historical roots, educational theory, critique, and their relation to philosophies of science education, such as different visions of scientific literacy. Based on critical-hermeneutic Bildung, the paper theoretically develops views of critical-reflexive Bildung as an educational metatheory. It is connected to ideas of transformative learning, sustainability education and a Vision III of scientific literacy. Finally, some implications of critical-reflexive Bildung for teaching and learning are discussed. 相似文献
5.
科学素养培养中男女生表现差异性的分析——基于PISA科学素养测评的研究与思考 总被引：1，自引：0，他引：1
本文对国际学生评价项目(PISA)中学生科学素养出现男女生差异做了总体性、科学本质和科学知识等维度的分析。并用相关PISA原题对我国230名学生进行了化学科学素养的测试,做了一致性判断与解析。从学习策略、自我效能感差异和课程资源等方面剖析出现性别差异的缘由。提出了关注学习策略的引导、树立女性学习的自信心和增加科学课程资源中女性材料的教学建议,以期使我国的科学素养培养与国际接轨,达到所有学生共同发展之目标。 相似文献
6.
Steven W. Rissing 《CBE life sciences education》2013,12(3):429-440
Most American colleges and universities offer gateway biology courses to meet the needs of three undergraduate audiences: biology and related science majors, many of whom will become biomedical researchers; premedical students meeting medical school requirements and preparing for the Medical College Admissions Test (MCAT); and students completing general education (GE) graduation requirements. Biology textbooks for these three audiences present a topic scope and sequence that correlates with the topic scope and importance ratings of the biology content specifications for the MCAT regardless of the intended audience. Texts for “nonmajors,” GE courses appear derived directly from their publisher''s majors text. Topic scope and sequence of GE texts reflect those of “their” majors text and, indirectly, the MCAT. MCAT term density of GE texts equals or exceeds that of their corresponding majors text. Most American universities require a GE curriculum to promote a core level of academic understanding among their graduates. This includes civic scientific literacy, recognized as an essential competence for the development of public policies in an increasingly scientific and technological world. Deriving GE biology and related science texts from majors texts designed to meet very different learning objectives may defeat the scientific literacy goals of most schools’ GE curricula. 相似文献
7.
Summaries English The present work is an attempt to contribute to the field of evaluation of the affective domain in socially‐oriented innovative science and technology curricula. The main concern of such curricula is the long‐term development of the student's personality in terms of decision‐making capability, attitudes, intellectual power, and social involvement. Since it appears that the realistic choice in the evaluation of such curricula is between ‘no measures’ (subjective judgements) and ‘imperfect proxies’, it is proposed to concentrate on finding adequate (and agreeable) measures to evaluate the long‐range intended (but also the unintended) effects of the programmes in hand, and only then to switch to evaluate the effectiveness of the curriculum in achieving these effects (i.e. the educational objectives) in the affective domain. Selected ideas with respect to the above are ‘translated’ here into manageable and applicable procedures within the science class, taking into consideration the ‘local realism of constraints’ within which every science teacher performs. The development of feasible methods for measurement of curricular outcomes in the affective and affective‐cognitive domains is a precondition for future summative evaluation of socio‐technologically oriented science and technology curricula. Contending with the moral and value‐judgement components of any future science curriculum is therefore the inescapable task ahead. 相似文献
8.
Meadow Schroeder Anne Mckeough Susan Graham Hayli Stock Gay Bisanz 《Research in Science Education》2009,39(2):231-250
Lifelong science literacy begins with attitudes and interests established early in childhood. The use of trade books (i.e.,
a literary work intended for sale to the general public) in North American school classrooms to support the development of
science literacy invites an examination of the quality of science content disseminated to students. A total of 116 trade books
were examined to: (a) determine the degree to which science trade books complement expected science knowledge outcomes outlined
in school curricula, and (b) compare trade book content to the goals of scientific literacy. Analysis across four science
topics, Dinosaurs, Space, Inheritance, and Growth and Life Properties, revealed that this body of children’s literature is
inconsistent in its coverage of curricular goals and elements of scientific literacy. Because trade books represent children’s
first exposure to science, these shortcomings should be addressed if these books are to be maximally effective in promoting
science literacy. Implications for using trade books in the classroom are discussed.
相似文献
| Hayli StockEmail: |
9.
科学知识社会学视野中的科学教育观 总被引：2，自引：0，他引：2
科学知识社会学是在解构传统科学基础上产生的。它提出以强纲领摧毁科学知识的客观性，以信念研究张扬科学知识的社会性，以实验室研究揭示科学知识的境域性。科学知识社会学观照下的科学教育坚持如下基本理念：否定知识的客观性和普遍性，张扬相对的科学知识观；重视全面的科学素养，追求多元的目的观；贯通科学与社会，倡导综合的课程观；摒弃简单的知识灌输，坚持建构与对话的教学观。 相似文献
10.
科学素养与物理课程设计 总被引：1，自引：0，他引：1
科学素养的培养已成为物理教育的基本目标,物理课程是实现这一目标的重要基础,因此物理课程设计应以全面的科学素养观为指导,课程目标的确定、课程内容的选取和组织都应该渗透科学方法、科学精神和科学价值观． 相似文献
11.
Jana A. Hovland Virginia G. Carraway‐Stage Artenida Cela Caitlin Collins Sebastián R. Díaz Angelo Collins Melani W. Duffrin 《Journal of Food Science Education》2013,12(4):81-86
Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand‐on, food‐based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: (1) assess 4th graders food‐related multidisciplinary science knowledge, and (2) compare gains in food‐related science knowledge after implementation of an integrated, food‐based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands‐on, food‐based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n = 9) and North Carolina (n = 9). Sixteen classrooms in Ohio (n = 8) and North Carolina (n = 8), following their standard science curricula, served as comparison classrooms. Students completed a researcher‐developed science knowledge exam, consisting of 13 multiple‐choice questions administered pre‐ and post‐test. Only subjects with pre‐ and post‐test scores were entered into the sample (Intervention n = 343; Control n = 237). No significant differences were observed between groups at pre‐test. At post‐test, the intervention group scored (9.95 ± 2.00) significantly higher (p = 0.000) than the control group (8.84 ± 2.37) on a 13‐point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food. 相似文献
12.
蔡群青 《宁波大学学报(教育科学版)》2022,(2):38-047
基于科学素养的课程改革要求课程设计的现代化,与其相适应的课程设计理念、目标和方法应具有预期的内在特色,包括同具体学习目标的联结,有效的教学方法、文化多样性的要求,为学生的科学素养发展提供机遇和有益的评估方式。“2061计划”将课程设计作为培养科学素养的方法,强调革新课程设计框架,包括课程价值取向的建构、课程内容的统整、课程时间安排和类别设置、课程实施的多重变量的关注以及课程板块的组合等描述,旨在为研究者、实践者在基于科学素养的课程系统内提供借鉴和新思路,对面向新时代我国创新型人才培养的科学素质课程创新改革提供参考。 相似文献
13.
Bing Wei 《International Journal of Science Education》2013,35(2):259-277
This paper is about the process of developing integrated science curricula at junior secondary schools in the Peoples’ Republic of China in the past 20 years. The history has witnessed two stages of developing integrated science curricula during this period in China: one was at the provincial level in the 1980s/1990s, while the other was at the national level in the new millennium. Using the concept of curriculum emphases, this paper purported to investigate the advocated forms of integration and the reasons and causes behind them in integrated science curriculum during the period under study. Data were collected from two sources: curriculum documents related to the integrated science curricula, and interviews with key informants who were involved in designing the official documents of this kind of science curriculum. Two models of integration have been identified from the two stages respectively: one is ‘integration within science subjects’, while the other ‘integration beyond science subjects’. The social–political roots of the two models of integration have been traced. To meet the goal of scientific literacy, it is suggested in the final part of this paper that the model of ‘integration within science subjects’ should be abandoned while the model of ‘integration beyond science subjects’ should be advocated in the process of developing integrated science curriculum. 相似文献
14.
15.
Glenn Dolphin 《Science & Education》2009,18(3-4):425-441
Current high school Earth Science curricula and textbooks organize scientific content into isolated “units” of knowledge. Within this structure, content is taught, but in the absence of the context of fundamental understandings or the process of how the science was actually done to reach the conclusions. These are two key facets of scientific literacy. I have developed curriculum from a historical perspective that addresses two particular units of study in Earth Science (“geologic time” and “plate tectonics”). The curriculum traces the evolution of the theory of plate tectonics. It includes contextualized experiences for students such as telling stories, utilizing original historical texts, narratives, and essential questions, to name a few. All of the strategies are utilized with the goal of building understanding around a small set of common themes. Exploring the historical models in this way allows students to analyze the models, while looking for limitations and misconceptions. This methodology is used to encourage students to develop more scientifically accurate understandings about the way in which the world and the process of scientific discovery work. Observations of high student engagement during the utilization of this contextualized approach has demonstrated that a positive effect on student understanding is promising. 相似文献
16.
The aim of this study was to assess how the different aspects of nature of science (NOS) were represented in Finnish and Swedish upper secondary school chemistry textbooks. The dimensions of NOS were analyzed from five popular chemistry textbook series. The study provides a quantitative method for analysis of representations of NOS in chemistry textbooks informed by domain-specific research on the philosophy of chemistry and chemical education. The selection of sections analyzed was based on the four themes of scientific literacy: knowledge of science, investigate nature of science, science as a way of thinking, and interaction of science, technology and society. For the second round of analysis the theme of science as a way of thinking was chosen for a closer inspection. The units of analysis in this theme were analyzed using seven domain specific dimensions of NOS: tentative, empirical, model-based, inferential, technological products, instrumentation, and social and societal dimensions. Based on the inter-rater agreement, the procedure and frameworks of analysis presented in this study was a reliable way of assessing the emphasis given to the domain specific aspects of NOS. All textbooks have little emphasis on the theme science as a way of thinking on a whole. In line with the differences of curricula, Swedish textbooks emphasize the tentative dimension of NOS more than Finnish textbooks. To provide teachers with a sufficiently wide variety of examples to discuss the different dimensions of NOS changes to the national core curricula are needed. Although changing the emphasis of the curricula would be the most obvious way to affect the emphasis of the textbooks, other efforts such as pre- and in-service courses for developing teachers understanding of NOS and pedagogic approaches for NOS instruction to their classroom practice might also be needed. 相似文献
17.
Robin Millar 《International Journal of Science Education》2013,35(13):1499-1521
Although the term “scientific literacy” has been increasingly used in recent years to characterise the aim of school science education, there is still considerable uncertainty about its meaning and implications for the curriculum. A major national project in England, Twenty First Century Science, is evaluating the feasibility of a more flexible science curriculum structure for 15‐year‐old and 16‐year‐old students, centring around a core course for all students with a scientific literacy emphasis. Over 12,000 students in 78 schools have followed this course since September 2003. The development of a detailed teaching programme is an important means of clarifying the meanings and implications of a “scientific literacy” approach. Questionnaire data from teachers at the end of the first and second years of the project (N = 40 and N = 51) show a strongly positive evaluation of the central features of the course design. Teachers perceive the scientific literacy emphasis as markedly increasing student interest and engagement. Key challenges identified are the language and reasoning demands in looking critically at public accounts of science, and the classroom management of more open discussion about science‐related issues. 相似文献
18.
摭谈卓越工程师的计算机科学素养培养 总被引：1，自引：0，他引：1
根据新一轮《计算机基础课程教学基本要求》,从我国公民的科学素养调查情况出发,以省属本科高校福建工程学院为例,分析了计算机基础教育现状,提出构建"一主两翼"的课程体系和"三层次四领域"知识体系。提倡将计算思维、信息素养等理念植入计算机教育课堂,进行有针对性的教学模式改进,以培养和提升卓越工程师的计算机科学素养。 相似文献
19.
The aim of this study is to contribute to an understanding of how curricular change is accomplished in practice, including the positions and conflicts of key stakeholders and participants, and their actions in the process. As a case, we study the treatment of energy in Swedish secondary curricula in the period 1962–2011 and, in particular, how the notion of energy quality was introduced in the curricula in an energy course at upper secondary school in 1983 and in physics at lower secondary school in 1994. In the analysis, we use Roberts’ two competing visions of science education, Vision I in which school science subjects largely mirror their corresponding academic disciplines and Vision II that incorporates societal matters of science. In addition, a newly suggested Vision III represents a critical perspective on science education. Our analysis shows how Vision II and III aspects of science education have gained importance in curricula since the 1980s, but in competition with Vision I considerations. Energy quality played a central role in providing Vision II and III arguments in the curricular debate on energy teaching. Subsequent educational research has found that Swedish teachers and students struggle with how to relate to energy quality in physics teaching, which we explain as partly due to the tension between the competing visions. 相似文献
20.
新一轮基础教育课程改革特别强调学生科学核心素养的获得。《小学科学课程标准》也明确提出了培养学生以科学探究精神为核心的核心素养。作为一名小学科学教师,在教学的过程中要持续关注基础科学知识的讲解和传授,也需要通过基础理论引导帮助学生形成一定的科学探究意识,引导他们在实验操作的过程中能够认真思考,提高实践能力。本文就以构建小学科学高效课堂,培养学生科学核心素养为基础性内容,进一步探讨培养策略问题。 相似文献