Moral issues and social policy in science education: Closing the literacy gap
Moral issues and social policy in science education: Closing the literacy gap
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科学教育中的道德问题和社会政策：缩小识字率差距
DOI：
10.1002/sce.3730680406
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发表时间：
1984
影响因子：
4.3
通讯作者：
D. Zeidler
中科院分区：
文献类型：
--
作者：
D. Zeidler
多年来，科学教育一直把培养学生成为理性的人，能够对科学和社会做出明智的政策判断，作为一个主要目标。如果认为这种能力不是科学素养的一部分，那就意味着科学教育脱离了其社会功能。这一目标在国家科学教师协会（NSTA）课程委员会（197 - 1）的建议中明确提出，并在十年后被NSTA的现任成员确定和重申（Kahle 8 z Yager，1981）。然而，如何在科学课程中实现这一目标，这一课程需要什么新的理论基础，以及当科学教育工作者努力实现更全面的科学素养时，我们的课堂将呈现什么样的氛围，这些都不太清楚。本文的目的是发展一个更彻底的理由，实施跨学科的方法，科学教育。这一基本原理将引起强调教育改革必要性的论点，并将总结回应这一需要的最可行办法和重要考虑。
The development of our students as rational beings, capable of informed policy judgments with respect to science and society, has been proposed as a major goal in science education for many years. To think that this capacity is not part of what it means to be scientifically literate would entail envisioning science education divorced from its social function. The goal was made explicit in the National Science Teachers Association’s (NSTA) Committee on Curriculum (197 1) recommendations and has been identified and reaffirmed by present members of NSTA a decade later (Kahle 8z Yager, 1981). It is less clear, however, how this goal may be implemented in the science curriculum, what a new rationale for this curriculum entails, and what atmosphere our classrooms would take on as science educators strive to achieve a more complete realization of scientific literacy. The aim of this article is to develop a more thorough rationale for the implementation of an interdisciplinary approach to science education. This rationale will entail arguments stressing the need for educational reform and will summarize the most viable approaches and important considerations in responding to that need.