The Meaning of Scientific Literacy.
The Meaning of Scientific Literacy.
复制标题
科学素养的含义。
DOI：
--
复制
发表时间：
2009
期刊：
影响因子：
--
通讯作者：
M. Rannikmäe
中科院分区：
文献类型：
--
作者：
J. Holbrook;M. Rannikmäe
本文旨在提供一个科学素养的概述，具体涉及是否强调“科学”或“识字”方面，接受识字，无论在哪里使用，是更广泛的不仅仅是阅读和写作。它是从一般而不是国家的角度来这样做的。赋予科学素养以意义的重点放在扫盲部分，这是因为认识到将科学素养与负责任的公民应有的技能和价值观联系起来的趋势。拒绝的是一种考虑，即科学素养与强调获取内容有关，这是特别考虑的，注意到科学的社会偏见和文化嵌入。提高科学素养的重点是理解科学的本质、发展个人属性以及获得社会科学技能和价值观。在此基础上，提出了科学素养教育的一个重要组成部分--关联性，并从两个角度提出了科学素养教育的关联性模型。从这两个角度来看，科学素养的最佳传授方式是将科学教育视为“通过科学进行教育”，而不是“通过教育进行科学”。
This paper sets out to provide an overview of scientific literacy specifically related to whether emphasis is placed on the ‘science’ or the ‘literacy’ aspect, accepting that literacy, wherever used, is wider than simply reading and writing. It does this from a general rather than a country perspective. The emphasis in giving meaning to scientific literacy is placed on the literacy component in recognition of the trend towards relating scientific literacy to skills and values appropriate for a responsible citizen. Rejected is a consideration that scientific literacy is related to an emphasis on the acquisition of content and this is especially considered, noting the social bias and cultural embedding of science. The emphasis on enhancing scientific literacy is placed on an appreciation of the nature of science, the development of personal attributes and the acquisition of socioscientific skills and values. Furthermore, in teaching towards this view of scientific literacy, a key component is seen as relevance and a model of relevance for science teaching is put forward based on relevance being seen from two perspectives. Relevance from both perspectives is very much geared to the view that scientific literacy is best taught by seeing science education as ‘education through science’ as opposed to ‘science through education.’