The Representation of Global Issues in Taiwanese Elementary School Science Textbooks

Autor/in	Chou, Pei-I
Titel	The Representation of Global Issues in Taiwanese Elementary School Science Textbooks
Quelle	In: International Journal of Science and Mathematics Education, 19 (2021) 4, S.727-745 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-020-10083-9
Schlagwörter	Global Approach; Elementary School Science; Science Education; Textbook Content; Sustainable Development; Curriculum Development; World Affairs; Futures (of Society); Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Globales Denken; Naturwissenschaftliche Bildung; Lehrbuchtext; Nachhaltige Entwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Weltpolitik; Future; Society; Zukunft; Ausland
Abstract	In today's heavily science-dependent global society, science education should be the key to learners more fully grasping global issues. A content analysis of 24 elementary school science textbooks in Taiwan was undertaken to examine how global issues were represented. The results revealed that about half of the content was related to global issues, yet it was limited to the conventional subject knowledge of science. Most of the related units covered environmental sustainability and global systems. Multiculturalism and human rights, social justice, and conflict prevention were seldom mentioned and lacked intellectual depth. In the temporal dimension, global issues in the related units were mainly presented as existing in the present period, while there was less emphasis placed on the future or the past. Regarding the spatial dimensions, global issues in the related units were mainly presented in the classroom and family contexts, rather than in the broader social or global context. To prepare our students for an inclusive and sustainable world, science textbooks should adopt a broader perspective to include more underrepresented global issues and expand the temporal and spatial dimensions to facilitate students' future thinking and public engagement. This study is the first step toward this goal with practical suggestions for front-line teachers and teacher trainers, and for developing science education materials that better represent global issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01