The Effect of Family Communication Patterns on Young People's Science Literacy
The Effect of Family Communication Patterns on Young People's Science Literacy
复制标题
家庭交往模式对青少年科学素养的影响
DOI：
10.1177/1075547000022002001
复制
发表时间：
2000
影响因子：
9
通讯作者：
R. Botta
中科院分区：
文献类型：
--
作者：
S. Pingree;R. Hawkins;R. Botta
鉴于当今科学的快速发展和复杂性，科学素养并不意味着理解所有的科学。相反，科学素养更恰当地意味着对信息来源和科学表现的基本标准进行批判性评价，作为接受科学知识并将其应用于自己生活的指南。儿童科学素养的发展可能是由其他规范和经验塑造的。本研究探讨了家庭沟通模式对儿童评价科学故事的影响，其中包含了一些弱点。家庭对概念的取向导致孩子们在考虑故事中的科学信息时自我报告对科学问题的思考。然而，只有当概念导向没有同时伴随着社会导向，即家庭导向和谐和等级制度时，这才导致了对故事中科学的实际批评。
Given the rapid pace and complexity of science today, science literacy cannot mean understanding all of science. Rather, science literacy more appropriately means the critical evaluation of sources of information and basic standards of scientific performance as a guide to accepting and applying scientific knowledge to one's own life. The development of science literacy in children is probably shaped by other norms and experiences. This study examined the impact of family communication patterns on children's evaluations of a science story that contained a number of weaknesses. A family orientation toward concepts led to children's self-reported thinking about science issues when they considered the science information in the story. However, this led to actual critiques of the science in the story only when the concept-orientation was not accompanied by a simultaneous socio-orientation, the family orientation toward harmony and hierarchy.