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| Autor/inn/en | Calado, Florbela M.; Bogner, Franz X. |
|---|---|
| Titel | A Reflection on Distorted Views of Science and Technology in Science Textbooks as Obstacles to the Improvement of Students' Scientific Literacy |
| Quelle | In: European Journal of Educational Research, 2 (2013) 2, S.51-68 (18 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2165-8714 |
| Schlagwörter | Scientific Literacy; Scientific Attitudes; Misconceptions; Textbook Bias; Barriers; Textbook Content; Textbook Evaluation; Science Curriculum; Information Sources; Educational Needs; Scientific Concepts; Identification |
| Abstract | Scientific literacy has been increasingly considered a major goal of science education. While textbooks remain the most widespread tools for pursuing this goal within classrooms, they have been slow to adapt to the most recent epistemological paradigms, often still conveying distorted views of science and technology. Accordingly, we present herein a theoretical framework specifically intended to highlight the potential of textbooks to promote students' scientific literacy. It is additionally argued that, often, the misconceptions conveyed by textbooks represent obstacles to the acquisition of a fair image of science and, therefore, to the acquisition of scientific literacy. Finally, a textbook analysis is suggested. (As Provided). |
| Anmerkungen | Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@eu-jer.com; Web site: http://www.eu-jer.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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