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The questions of scientific literacy and the challenges for contemporary science teaching: An ecological perspective.

機(jī)譯：科學(xué)素養(yǎng)的問(wèn)題和當(dāng)代科學(xué)教學(xué)的挑戰(zhàn)：生態(tài)學(xué)的觀點(diǎn)。

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This study began with questions about how science education can bring forth humanity and ethics to reflect increasing concerns about controversial issues of science and technology in contemporary society. Discussing and highlighting binary epistemological assumptions in science education, the study suggests embodied science learning with human subjectivity and integrity between knowledge and practice. The study questions (a) students' understandings of the relationships between STSE and their everyday lifeworld and (b) the challenges of cultivating scientific literacy through STSE teaching. In seeking to understand something about the pedagogical enactment of embodied scientific literacy that emphasizes the harmony of children's knowledges and their lifeworlds, this study employs a mindful pedagogy of hermeneutics. The intro- and intra-dialogical modes of hermeneutic understanding investigate the pedagogical relationship of parts (research texts of students, curriculum, and social milieu) and the whole (STSE teaching in contemporary time and place). The research was conducted with 86 Korean 6 graders at a public school in Seoul, Korea in 2003. Mixed methods were utilized for data collection including a survey questionnaire, a drawing activity, interviews, children's reflective writing, and classroom teaching and observation. The research findings suggest the challenges and possibilities of STSE teaching as follows: (a) children's separated knowledge from everyday practice and living, (b) children's conflicting ideas between ecological/ethical aspects and modernist values, (c) possibilities of embodied knowing in children's practice, and (d) teachers' pedagogical dilemmas in STSE teaching based on the researcher's experiences and reflection throughout teaching practice. As further discussion, this study suggests an ecological paradigm for science curriculum and teaching as a potential framework to cultivate participatory scientific literacy for citizenship in contemporary science teaching.
機(jī)譯：這項(xiàng)研究始于有關(guān)科學(xué)教育如何帶來(lái)人文和倫理學(xué)的問(wèn)題，以反映出人們對(duì)當(dāng)代社會(huì)中有爭(zhēng)議的科學(xué)技術(shù)問(wèn)題的日益關(guān)注。在討論和強(qiáng)調(diào)科學(xué)教育中的二元認(rèn)識(shí)論假設(shè)時(shí)，該研究提出了具有人類主觀性和知識(shí)與實(shí)踐之間的完整性的具體科學(xué)學(xué)習(xí)。該研究提出以下問(wèn)題：（a）學(xué)生對(duì)STSE與日常生活之間關(guān)系的理解，以及（b）通過(guò)STSE教學(xué)來(lái)培養(yǎng)科學(xué)素養(yǎng)的挑戰(zhàn)。在試圖了解有關(guān)體現(xiàn)科學(xué)知識(shí)的教學(xué)法方面的某些知識(shí)時(shí)，強(qiáng)調(diào)了兒童知識(shí)與生活世界的和諧，本研究采用了一種詮釋學(xué)的思想教學(xué)法。解釋學(xué)理解的內(nèi)對(duì)話和內(nèi)對(duì)話模式研究了部分（學(xué)生的研究文本，課程和社會(huì)環(huán)境）與整體（當(dāng)代時(shí)間和地點(diǎn)的STSE教學(xué)）之間的教學(xué)關(guān)系。該研究于2003年在韓國(guó)首爾的一所公立學(xué)校中與86名韓國(guó)6年級(jí)學(xué)生進(jìn)行了。采用了多種方法來(lái)收集數(shù)據(jù)，包括調(diào)查問(wèn)卷，繪畫活動(dòng)，訪談，兒童的反思寫作以及課堂教學(xué)和觀察。研究結(jié)果表明，STSE教學(xué)面臨的挑戰(zhàn)和可能性如下：（a）兒童將知識(shí)與日常實(shí)踐和生活分開(kāi)，（b）兒童在生態(tài)/倫理方面與現(xiàn)代主義價(jià)值觀之間相互沖突的觀念，（c）在兒童的實(shí)踐中體現(xiàn)知識(shí)的可能性實(shí)踐，以及（d）基于研究人員在整個(gè)教學(xué)實(shí)踐中的經(jīng)驗(yàn)和反思，在STSE教學(xué)中教師的教學(xué)困境。作為進(jìn)一步的討論，本研究提出了科學(xué)課程和教學(xué)的生態(tài)范式，作為在當(dāng)代科學(xué)教學(xué)中培養(yǎng)公民參與性科學(xué)素養(yǎng)的潛在框架。

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  • 作者

    Kim, Mijung.;

  • 作者單位

    University of Alberta (Canada).;

  • 授予單位 University of Alberta (Canada).;
  • 學(xué)科 Education Sciences.;Education Secondary.
  • 學(xué)位 Ph.D.
  • 年度 2006
  • 頁(yè)碼 291 p.
  • 總頁(yè)數(shù) 291
  • 原文格式 PDF
  • 正文語(yǔ)種 eng
  • 中圖分類 老年病學(xué);
  • 關(guān)鍵詞

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