From Science Studies to Scientific Literacy: A View from the Classroom

Autor/in	Allchin, Douglas
Titel	From Science Studies to Scientific Literacy: A View from the Classroom
Quelle	In: Science & Education, 23 (2014) 9, S.1911-1932 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-013-9672-8
Schlagwörter	Scientific Literacy; Classroom Environment; Scientific Principles; Ideology; Science Education History; Educational Philosophy; Educational Sociology; Science Instruction; Educational Theories; Educational Change; Teaching Methods; Instructional Innovation + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Ideologie; Bildungsphilosophie; Erziehungsphilosophie; Bildungssoziologie; Erziehungssoziologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Educational theory; Theory of education; Bildungstheorie; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation
Abstract	The prospective virtues of using history and philosophy of science in science teaching have been pronounced for decades. Recently, a role for nature of science in supporting scientific literacy has become widely institutionalized in curriculum standards internationally. This short review addresses these current needs, highlighting the concrete views of teachers in the classroom, eschewing ideological ideals and abstract theory. A practical perspective highlights further the roles of history and philosophy--and of sociology, too--and even broadens their importance. It also indicates the relevance of a wide range of topics and work in Science Studies now generally absent from science educational discourse. An extensive reference list is provided. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10