The Nature of Science Education for Enhancing Scientific Literacy
The Nature of Science Education for Enhancing Scientific Literacy
复制标题
科学教育的本质是提高科学素养
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
M. Rannikmâe
中科院分区：
文献类型：
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作者：
J. Holbrook;M. Rannikmâe
本文探讨了科学教育本质对提高科学素养的意义。认为科学教育的教学方式应该是“通过科学进行教育”，而不是“通过教育进行科学”。提出了一种基于活动理论而非逻辑实证主义的科学教育本质模型。这包括对科学本质的理解，与个人领域目标的实现相联系，强调智力和沟通技巧的发展，以及性格和积极态度的提升，以及社会教育领域目标的实现，强调合作学习和社会科学决策。虽然科学的本质被视为科学教育的重要组成部分，但作为相关教育的一个方面，学校科学教学的首要目标被视为基于提高科学技术素养的负责任的公民。论述了科技素养的内涵。
This article explores the meaning of the nature of science education to enhance scientific literacy. It argues that the teaching approach for science education should be regarded as “education through science”, rather than “science through education”. A model of the nature of science education is proposed, having its foundations based on activity theory rather than logical positivism. This encompasses an understanding of the nature of science, with links to achievement of goals in the personal domain, stressing intellectual and communication skill development, as well as the promotion of character and positive attitudes, plus achievement of goals in the social education domain, stressing cooperative learning and socio‐scientific decision‐making. Although the nature of science is seen as an important component of science education, the over‐riding target for science teaching in school, as an aspect of relevant education, is seen as responsible citizenry, based on enhancing scientific and technological literacy. The meaning of scientific and technological literacy is discussed.