Development of New Science Education Based on Scientific Literacy, and Views on Science and Technology

1.从OECD/PISA的新科技观出发，通过对学生问卷的调查，明确了基于新科学技术视角的科学素养。2.以初中科学教师为对象，对293人中的117人进行了内容标准(NSE)、个人视角和社会视角的问卷调查。结果表明，他们认识到了这些内容标准的例子对科学教学的重要性，但对第二语言的词汇和含义并不了解。如何收集信息、判断、解决和决策现实世界中的问题和问题是科学素养的重要方面。我们编制了以科学素养为基础的调查问卷。这份问卷是从现实世界的角度模拟了如何购买汽车。采用该问卷对293名高中生和205名大学生进行了调查。结果表明，理科与非理科学生在学习成绩上没有显著差异。另一方面，高中生和大学生在如何收集和处理信息，以及如何解决和决策问题和问题方面存在差异。4.根据这些结果，我们明确了科学教育发展的基本立场和基本框架是按照OECD/PISA、内容标准(NSE)、2061计划等新的科学技术观点构建第二语言的教学内容。

1.We clarified to Scientific Literacy(SL) based on new scientific and technological point of view in terms of OECD/PISA from this report with survey of student's questionnaires.2.We surveyed the example questionnaires of contents standards (NSES), science in personal and social perspectives, for junior high school science teachers who were hundred and seventeen of two hundreds and ninety-three persons for targets. The results clarified for them to recognize the importance for science teaching about these examples of contents standards, but did not know about word and meaning of SL.3.It is important aspect of Scientific Literacy that how to collect information, judge, solve and make decision abut problems and issues of real world. We made the questionnaires based on Scientific Literacy. This questionnaires were simulated how to purchase car in terms of real world. We surveyed for 293 high school students and 205 college students using this questionnaires. As results, it was not difference between major in Science and non-science. On the other hand, It was difference between high school and college students, or how to collect and treat information, or how to solve and make decision abut problems and issues.4.From these results, we clarified that the basic stand point and basic framework of development of science education was to construct the teaching contents of SL based on new scientific and technological point of view in terms of OECD/PISA, contents standards (NSES), Project 2061.