Developing Scientific Literacy in a Primary School

Autor/inn/en	Smith, Kathleen Veronica; Loughran, John; Berry, Amanda; Dimitrakopoulos, Cathy
Titel	Developing Scientific Literacy in a Primary School
Quelle	In: International Journal of Science Education, 34 (2012) 1, S.127-152 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2011.565088
Schlagwörter	Science Instruction; Elementary School Science; Scientific Literacy; Expertise; Elementary School Teachers; Teacher Attitudes; Teaching Methods; Scientific Concepts; Catholic Schools; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Expert appraisal; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Katholische Schule; Ausland; Australien
Abstract	The science education literature demonstrates that scientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of what it means for learning outcomes. To date the teacher voice has been noticeably absent from this debate even though the very nature of teacher expertise lies at the heart of the processes which shape students' scientific literacy. The research reported in this paper taps into the expertise of (participating) primary teachers by analyzing the insights and thinking that emerged as they attempted to unravel some of the pedagogical complexities associated with constructing an understanding of scientific literacy in their own classrooms. The research examines the processes and structures within one primary school that were created to provide conditions to allow teachers to explore and build on the range of ideas that presently inform the scientific literacy debate. The research reports these teachers' views and practices that shaped their actions in teaching for scientific literacy. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10