Developing and Using Multiple Models to Promote Scientific Literacy in the Context of Socio-Scientific Issues.
Developing and Using Multiple Models to Promote Scientific Literacy in the Context of Socio-Scientific Issues.
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DOI：
10.1007/s11191-021-00206-1
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发表时间：
2021
影响因子：
2.8
通讯作者：
Friedrichsen PJ
中科院分区：
文献类型：
--
作者：
Ke L;Sadler TD;Zangori L;Friedrichsen PJ
在社会科学问题(SSI)的背景下学习科学可以促进将科学与日常生活和社会联系起来的科学素养。在这份立场文件中，我们认为，开发和使用多种模式可以使学生具备处理复杂问题所需的适当知识和技能。我们借鉴了科学教育和科学哲学的文献，提出了我们的理论论点，即为什么对学生来说，开发和使用多种模式作为他们科学学习经验的一部分是至关重要的，以及在SSI的背景下，这种实践如何使学生受益。我们认为，学生在探索复杂的社会问题时，应该同时参与科学和社会科学模型，因为(1)参与多种科学模型促进了学生对与焦点问题相关的现象的理解，(2)参与社会科学模型有助于学生在更大的社会背景下使用科学知识，并就科学和社会因素相互作用如何影响学生在复杂问题上的立场进行推理。我们以新冠肺炎为学习环境，提供学生在了解疫情时可以开发和使用的示范模型。最后，我们讨论了所提出的基于SSI教学的建模方法的教学方面，并确定了未来可能的研究领域。
Learning science in the context of socio-scientific issues (SSI) can promote scientific literacy that links science to everyday life and society. In this position paper, we argue that developing and using multiple models equip students with the appropriate knowledge and skills needed to deal with complex issues. We draw upon literature from science education and philosophy of science and advance our theoretical argument about why it is critical for students to develop and use multiple models as part of their science learning experiences in general, and how the practice benefits students in the context of SSI in particular. We posit that students should engage in both scientific and socio-scientific models as they explore a complex societal issue because (1) engagement in multiple scientific models promotes students’ understanding about the phenomena relevant to the focal issue, and (2) engagement in socio-scientific models helps students to use that scientific knowledge in the larger social contexts and reason about how interacting science and social factors may impact students’ positions on the complex issue. We take COVID-19 as the learning context and present exemplar models students can develop and use as they learn about the pandemic. We conclude the paper by discussing the teaching aspects of the proposed modeling approach for SSI-based instruction as well as identifying possible areas for future research.
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