Studies on the State of Scientific Literacy Among Secondary School Students

中学生科学素养状况研究

• 批准号: 04680298
• 负责人: MIYAKE Masao
• 金额: $ 1.34万
• 依托单位: National Institute for Educational Research
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (C)
• 财政年份: 1992
• 资助国家: 日本
• 起止时间: 1992 至 1993
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-04680298/
• 关键词: Scientific Literacy; Science Curriculum; Ability of Reading and Writing; IEA; TIMSS; Understanding of Science; 理数長期追跡研究

Based on the thinking that it will ultimately be necessary to go so far as develop a curriculum that stresses the fostering of scientific literacy, the study exposed the actual state of the various elements of scientific literacy, among school children. These elements included, in addition to the basic skills of reading, writing, and comprehension, the ability to use the skills of the problem solving process, the ability to make judgments scientifically (decision-making ability), and such endowments as a scientific outlook and attitude. In addition, the study also reviewed theories concerning scientific literacy.The study reported on the following matters.(1) The definition and elements of scientific literacy and the actual state of scientific literacy among school children ;(2) Disputed points concerning literacy ;(3) Outdoor lessons and literacy in environmental science ;(4) A taste for scientific literacy ;(5) A comparison of the problems common to sixth and eight graders revealed by a survey of "basic scholastic abilities" ;(6) International comparisons of the results of a practical skills test conducted by the Second International Science Study ;(7) The actual state of scientific literacy among adults in the U.S.and European countries ;(8) The TIMSS framework for mathematics and science.

基于最终有必要制定一个强调培养科学素养的课程的想法，这项研究揭示了在校儿童科学素养的各种要素的实际状况。这些要素除了包括阅读、写作和理解的基本技能外，还包括运用解决问题过程中的技能的能力，科学地作出判断的能力（决策能力），以及科学的观点和态度等天赋。此外，本研究还回顾了有关科学素养的理论。(1)本研究的主要内容包括：（1）科学素养的定义、构成要素及小学生科学素养的现状;（2）关于科学素养的几点认识;（3）环境科学的户外课程与科学素养;（4）科学素养的趣味性;（5）小学六年级与八年级学生在“基本学习能力”调查中存在的问题比较;（6）第二次国际科学研究实践技能测试结果的国际比较;（7）美国和欧洲国家成年人科学素养的实际状况;（8）TIMSS数学和科学框架。