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Holistic science: An understanding of science education encompassing ethical and social issues.

机译：整体科学：对包括道德和社会问题的科学教育的理解。

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摘要

Science has often been viewed, by the majority of our educators and the general public, as being objective and emotionless. Based on this view, our form. This manner of teaching has hindered our learners' ability for active learning and distanced them from the subject matter. In this action research, I have examined holistic science pedagogy in conjunction with a constructivism theory. In holistic science pedagogy, scientific knowledge is combined with subjective personal experiences and social issues. There is an interaction between student and scientific data when the student's context, relationships, and lived experiences that play a role in the scientific recognition of the world were incorporated into the learning process. In this pedagogical model, the factual content was viewed from the context of social and ethical implications.; By empowering learners with this ability, science knowledge will no longer be exclusive to a select group. This process empowers the general population with the ability to understand scientific knowledge and therefore the ability to make informed decisions based on this knowledge.; The goal was to make curriculum developers more conscious of factors that can positively influence the learning process and increase student engagement and understanding within the science classroom.; The holistic approach to science pedagogy has enlightened and empowered our adult learners more effectively. Learners became more actively engaged in their own process of learning. Teachers must be willing to listen and implement student suggestions on improving the teaching/learning process. Teachers should be willing to make the effort in connecting with their students by structuring courses so the topics would be relevant to the students in relation to real world and social/ethical and political issues. Holistic science pedagogy strives for social change through the empowerment of adult learners with scientific knowledge. This research has demonstrated that learners can better understand the decision-making process and more easily relate their experiences, and therefore their knowledge, to social/political and ethical issues.
机译：我们的大多数教育者和广大公众经常认为科学是客观而毫无感情的。基于这种观点，我们的表格。这种教学方式阻碍了我们学习者主动学习的能力，并使他们与主题失去距离。在这项行动研究中，我结合建构主义理论研究了整体科学教学法。在整体科学教学法中，科学知识与主观个人经验和社会问题结合在一起。当学生的背景，人际关系和在世界科学认可中发挥作用的生活经验被纳入学习过程时，学生与科学数据之间就会发生相互作用。在这种教学模式中，事实内容是从社会和伦理意义的角度来看的。通过赋予学习者这种能力，科学知识将不再是特定群体所独有的。这个过程使普通民众有能力了解科学知识，因此有能力根据这种知识做出明智的决定。目的是使课程开发人员更加意识到可以对学习过程产生积极影响并增加学生在科学教室内的参与度和理解度的因素。科学教育的整体方法启发了我们的成年学习者并使其更加有效。学习者变得更加积极地参与自己的学习过程。教师必须乐于倾听并落实学生的建议，以改善教学/学习过程。教师应乐于通过安排课程结构与学生建立联系，从而使话题与学生相关，涉及现实世界以及社会/道德和政治问题。整体科学教学法通过赋予成人学习者科学知识的力量来努力促进社会变革。这项研究表明，学习者可以更好地理解决策过程，并且可以更轻松地将他们的经历以及因此的知识与社会/政治和道德问题相关联。

著录项

  • 作者

    Malekpour, Susan.;

  • 作者单位

    National-Louis University.;

  • 授予单位 National-Louis University.;
  • 学科 Education Sciences.; Education Community College.; Education Higher.
  • 学位 Ed.D.
  • 年度 2003
  • 页码 199 p.
  • 总页数 199
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 自然科学教育与普及;高等教育;高等教育;
  • 关键词

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