The meaning of ‘relevance’ in science education and its implications for the science curriculum
The meaning of ‘relevance’ in science education and its implications for the science curriculum
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科学教育中“相关性”的含义及其对科学课程的影响
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
I. Eilks
中科院分区：
文献类型：
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作者：
Marc Stuckey;Avi Hofstein;R. Mamlok;I. Eilks
“相关性”是与科学教学改革相关的关键术语之一。它经常被政策制定者、课程开发者、科学教育研究者和科学教师使用。近年来，许多基于国际调查的政策文件都声称，科学教育（特别是在中学一级）往往被视为与学习者无关，也被学习者视为无关。文献表明，使科学学习既与学习者个人有关，又与他或她所生活的社会有关，应该是科学教育的关键目标之一。然而，“相关”的意思通常是不充分的概念化。这一文献回顾清楚地表明，一词的相关性是用广泛的各种含义。从我们的文献分析，我们将提出一个先进的组织方案的术语“相关性”，并提供有用的建议，其使用领域的科学课程。
‘Relevance’ is one of the key terms related to reforms in the teaching and learning of science. It is often used by policy-makers, curriculum developers, science education researchers and science teachers. In recent years, many policy documents based on international surveys have claimed that science education is often seen (especially at the secondary school level) as being irrelevant for and by the learners. The literature suggests that making science learning relevant both to the learner personally and to the society in which he or she lives should be one of the key goals of science education. However, what ‘relevant’ means is usually inadequately conceptualised. This review of the literature clearly reveals that the term relevance is used with widely variant meanings. From our analysis of the literature, we will suggest an advanced organisational scheme for the term ‘relevance’ and provide helpful suggestions for its use in the field of the science curriculum.