A writing in science framework designed to enhance science literacy.

Autor/inn/en	Hand, Brian; Prain, Vaughan; Lawrence, Chris; Yore, Larry D.
Titel	A writing in science framework designed to enhance science literacy.
Quelle	In: International journal of science education, 21 (1999) 10, S. 1021-1035Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Naturwissenschaftliche Bildung
Abstract	Science education reforms in Australia, Canada, England, New Zealand, and the United States promote a constructivist pedagogy of science leading to a contemporary view of science literacy. The reform documents provide somewhat fuzzy descriptions of critical philosophical, epistemological and pedagogical dimensions and underlying assumptions and relationships. An adequate conception of the desired science teaching and learning requires an interdisciplinary awareness of the nature of science literacy, the nature of science and scientific inquiry, the role of reasoning, and the role of epistemological beliefs. (Abd-El-Khalick, et al. 1998, Holliday, et al. 1994; Tyson, et al. 1997). However, there are contested viewpoints about what should be emphasized within and across each of these dimensions of learning science. This article attempts to clarify these dimensions, assumptions and relationships, to provide a practical framework for utilizing writing in science to enhance science literacy, and to present illustrative classroom examples.
Erfasst von	Lehrstuhl Didaktik der Physik, Ludwig-Maximilians-Universität München
Update	2001_(CD)