Re-designing Science Pedagogy: Reversing the Flight from Science
Re-designing Science Pedagogy: Reversing the Flight from Science
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DOI：
10.1007/s10956-008-9092-8
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发表时间：
2008-06-01
影响因子：
4.4
通讯作者：
Taylor, Peter G.
中科院分区：
文献类型：
--
作者：
McWilliam, Erica;Poronnik, Philip;Taylor, Peter G.
本文以学生对赋能科学的兴趣和参与度持续下降为出发点。我们认为，将创造性教学法融入科学教育具有阻止现代科学逃亡的巨大潜力。为了论证这一观点，我们探讨了五个命题：年轻人更愿意参与主动任务，而不是被动消费方式来传递核心知识；让他们失去兴趣的是无聊，而不是严谨——区别在于静态和动态的知识来源；创造力并不是科学严谨的对立面，而是科学思维的核心业务；我们现在对创造性教学法有了新的理解，使教学策略变得可见和有效；而且，这些策略可以同时培养学术、数字和社会能力，这是科学教育者的新核心业务。最后，我们提出了在科学院系中引领此类教学变革的意义。
This article takes as its starting point the ongoing downturn in student interest in, and engagement with, the enabling sciences. We make a case that embedding of creative pedagogies in science education has significant potential to arrest the flight from modern science. Five propositions are explored in order to argue the case: that young people are more engaged by active tasks than with a passive consumption approach to transfer of core knowledge; that it is boredom, not rigour, that disengages them - the difference is between static and dynamic sources of knowledge; that creativity is not the antithesis of scientific rigour but the core business of scientific thinking; that we now have new understandings of creative pedagogies that make teaching strategies visible and effective; and, that these strategies can build academic, digital and social capacity simultaneously and this is the new core business of the science educator. We conclude by flagging implications for leading such pedagogical change in science faculties.