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| Author | : Derek Hodson |
| Publisher | : BRILL |
| Total Pages | : 253 |
| Release | : 2008-01-01 |
| Genre | : Education |
| ISBN | : 9087905076 |
This book is a guide for teachers, student teachers, teacher educators, science education researchers and curriculum developers who wish to get to grips with the vast and complex literature encompassing the history of science, philosophy of science and sociology of science (HPS).
| Author | : National Academies of Sciences, Engineering, and Medicine |
| Publisher | : National Academies Press |
| Total Pages | : 167 |
| Release | : 2016-11-14 |
| Genre | : Education |
| ISBN | : 0309447569 |
Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to scienceâ€"whether using knowledge or creating itâ€"necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societiesâ€"and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research.
| Author | : Rodger W. Bybee |
| Publisher | : Heinemann Educational Books |
| Total Pages | : 296 |
| Release | : 1997 |
| Genre | : Education |
| ISBN | : |
Achieving Scientific Literacy offers a broad vision for improving science education.
| Author | : Douglas A. Roberts |
| Publisher | : |
| Total Pages | : 74 |
| Release | : 1983 |
| Genre | : Education |
| ISBN | : |
This paper has two major objectives. The first is to examine a broad "umbrella" goal for school science programs, commonly referred to as "scientific literacy," which has evolved in practice as a way to express a balanced formulation of the several legitimate and competing purposes for teaching science in schools. The second is to argue in favor of such a balance when goals for science education are being formulated and decided upon. Several areas are discussed as they relate to these two objectives. These include an examination of science curriculum content and intent (what students learn and why it is learned), seven curriculum emphases for science education (everyday coping, structure of science, science/technology/decisions, scientific skill development, correct explanations, self use explainer, and solid foundations), and how these curriculum emphases get into science programs. Other areas addressed include the logic of educational slogans and the diversity of interpretations given to "scientific literacy" between about 1960 and about 1980. Three suggestions concerning the curriculum policy debate, from the perspective of scientific literacy, are also discussed, (including problems of implementing policy changes). (JN)
| Author | : Division of Behavioral and Social Sciences and Education |
| Publisher | : National Academies Press |
| Total Pages | : 32 |
| Release | : 1998-01-19 |
| Genre | : Education |
| ISBN | : 0309059860 |
As more schools begin to implement the National Science Education Standards, adults who care about the quality of K-12 science education in their communities may want to help their local schools make the transition. This booklet provides guidance to parents and others, explains why high-quality science education is important for all children and young adults, and shows how the quality of school science programs can be measured. Center for Science, Mathematics, and Engineering Education Staff; 1998, 32 pages, 8.5 x 11, single copy, $10.00; 2-9 copies, $7.00 each; 10 or more copies, $4.50 each (no other discounts apply).
| Author | : Keri-Anne Croce |
| Publisher | : IAP |
| Total Pages | : 165 |
| Release | : 2020-02-01 |
| Genre | : Education |
| ISBN | : 1641139838 |
The development of science literacy has the potential to have an enormous impact on real world outcomes. Specifically, developing science literacy may persuade individuals to act. We hope that this book will influence scientists, science journalists, sociologists, anthropologists, communication specialists, political leaders, media outlets, educational institutions, and individual science content consumers. The chapters in this book describe a definition of science literacy that draws on the emotional, cognitive, and social. The authors strive to help prepare individuals to read, write, and speak science in a continuously evolving information landscape. In order to meet these objectives, the chapters examine both qualitative and quantitative research. It is within these frameworks that we can begin to address science literacy in the 21st century.
| Author | : Wolff-Michael Roth |
| Publisher | : Psychology Press |
| Total Pages | : 244 |
| Release | : 2004 |
| Genre | : Education |
| ISBN | : 9780415948432 |
First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
| Author | : Cedric Linder |
| Publisher | : Routledge |
| Total Pages | : 482 |
| Release | : 2010-10-04 |
| Genre | : Education |
| ISBN | : 113691174X |
Scientific literacy is part of national science education curricula worldwide. In this volume, an international group of distinguished scholars offer new ways to look at the key ideas and practices associated with promoting scientific literacy in schools and higher education. The goal is to open up the debate on scientific literacy, particularly around the tension between theoretical and practical issues related to teaching and learning science. Uniquely drawing together and examining a rich, diverse set of approaches and policy and practice exemplars, the book takes a pragmatic and inclusive perspective on curriculum reform and learning, and presents a future vision for science education research and practice by articulating a more expansive notion of scientific literacy.
| Author | : Derek Hodson |
| Publisher | : Brill / Sense |
| Total Pages | : 0 |
| Release | : 2008 |
| Genre | : Science |
| ISBN | : 9789087905057 |
This book is a guide for teachers, student teachers, teacher educators, science education researchers and curriculum developers who wish to get to grips with the vast and complex literature encompassing the history of science, philosophy of science and sociology of science (HPS). A number of books cover essentially the same ground, but what makes this book unique is that it is written from the perspective of science education. The author's purpose is twofold. First, to identify, clarify and critique elements in the HPS literature that are of key importance in developing students'scientific and technological literacy, as defined in the opening chapter of the book. Second, to enhance teachers' capacity to build and present curricula that afford a much higher profile to HPS than has been traditional. The significance of the book can be judged from the prominence given to nature of science understanding in much recent international debate and writing in science education and in the plethora of influential reports on science and technology education published around the world that identify HPS knowledge and understanding as central components of 21st century science education.
| Author | : Ruth Jarman |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 234 |
| Release | : 2007-03-16 |
| Genre | : Social Science |
| ISBN | : 0335229883 |
""This is an excellent source of ideas on using the media to enrich science teaching and engage pupils. It contains numerous ideas on using newspapers and other sources in science and how to encourage young people to read them carefully and critically." Prof Jerry Wellington, School of Education, University of Sheffield, UK "Throughout the book, all the ideas, content, suggestions and arguments are supported by in-depth research and solid referencing, making this an authoritative, yet eminently readable, reference volume for current and would-be secondary science teachers." School Science Review Science-related news stories have great potential as a resource for teaching and learning about science and its impact on society. By demonstrating the relevance of the subject in everyday life, they can form a valuable bridge between the school classroom and the ‘real world’. Worldwide, those advocating science education reform stress the need to promote ‘scientific literacy’ among young people and typically this includes equipping students to critically engage with science reports in the media. However, very little guidance exists for those who wish to do so. Developing Scientific Literacy addresses this gap, offering a much-needed framework for teachers wishing to explore ‘science in the media’ in secondary schools or colleges. It suggests how teachers across a number of subject areas can collaborate to promote among young people an aptitude and ability to engage thoughtfully with science in the media. Drawing on research and development work, the authors: Describe key characteristics of science news reporting Discuss its potential as a resource for teaching and learning about science and for developing young people’s criticality in respect of such reports Identify appropriate instructional objectives and suggest activities through which these might be achieved This timely book is a source of valuable ideas and insights for all secondary science teachers. It will also be of interest to those with responsibilities for initial teacher training and continuing professional development.
