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

机译：科学素养的问题和当代科学教学的挑战：生态学的观点。

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摘要

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.
机译：这项研究始于有关科学教育如何带来人文和伦理学的问题，以反映出人们对当代社会中有争议的科学技术问题的日益关注。在讨论和强调科学教育中的二元认识论假设时，该研究提出了具有人类主观性和知识与实践之间的完整性的具体科学学习。该研究提出以下问题：（a）学生对STSE与日常生活之间关系的理解，以及（b）通过STSE教学来培养科学素养的挑战。在试图了解有关体现科学知识的教学法方面的某些知识时，强调了儿童知识与生活世界的和谐，本研究采用了一种诠释学的思想教学法。解释学理解的内对话和内对话模式研究了部分（学生的研究文本，课程和社会环境）与整体（当代时间和地点的STSE教学）之间的教学关系。该研究于2003年在韩国首尔的一所公立学校中与86名韩国6年级学生进行了。采用了多种方法来收集数据，包括调查问卷，绘画活动，访谈，儿童的反思写作以及课堂教学和观察。研究结果表明，STSE教学面临的挑战和可能性如下：（a）儿童将知识与日常实践和生活分开，（b）儿童在生态/伦理方面与现代主义价值观之间相互冲突的观念，（c）在儿童的实践中体现知识的可能性实践，以及（d）基于研究人员在整个教学实践中的经验和反思，在STSE教学中教师的教学困境。作为进一步的讨论，本研究提出了科学课程和教学的生态范式，作为在当代科学教学中培养公民参与性科学素养的潜在框架。

著录项

  • 作者

    Kim, Mijung.;

  • 作者单位

    University of Alberta (Canada).;

  • 授予单位 University of Alberta (Canada).;
  • 学科 Education Sciences.;Education Secondary.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 291 p.
  • 总页数 291
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 老年病学;
  • 关键词

  • 入库时间 2022-08-17 11:40:03

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