Естественнонаучная грамотность. Минск: рикз, 2020. 168 с
SCIENTIFIC LITERACY: TOWARDS A DEFINITION
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SCIENTIFIC LITERACY: TOWARDS A DEFINITION 8. Current thinking about the desired outcomes of science education is rooted strongly in a belief that an understanding of science is so important that it should be a feature of every young person’s education (American Association for the Advancement of Science, 1989; Confederacion de Sociedades Cientificas de España, 2011; Fensham, 1985; Millar & Osborne, 1998; National Research Council, 2012 Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland (KMK), 2005; Taiwan Ministry of Education, 1999). Indeed, in many countries science is an obligatory element of the school curriculum from kindergarten until the completion of compulsory education. 9. Many of the documents and policy statements cited above give pre-eminence to an education for citizenship. However, internationally many of the curricula for school science are based on a view that the primary goal of science education should be the preparation of the next generation of scientists (Millar & Osborne, 1998). These two goals are not always compatible. Attempts to resolve the tension between the needs of the majority of students who will not become scientists and the needs of the minority who will have led to an emphasis on teaching science through enquiry (National Academy of Science, 1995; National Research Council, 2000), and new curriculum models (Millar, 2006) that address the needs of both groups. The emphasis in these frameworks and their associated curricula lies not on producing individuals who will be producers of scientific knowledge. Rather, it is on educating young people to become informed critical consumers of scientific knowledge – a competency that all individuals are expected to need during their lifetimes. 10. To understand and engage in critical discussion about issues that involve science and technology requires three domain-specific competencies. The first is the ability to provide explanatory accounts of natural phenomena, technical artefacts and technologies and their implications for society. Such an ability requires a knowledge of the major explanatory ideas of science and the questions that frame the practice and goals of science. The second is the competency to use a knowledge and understanding of scientific enquiry to: identify questions that can be answered by scientific enquiry; identify whether appropriate procedures have been used; and propose ways in which such questions might possibly be addressed. The third is the competency to interpret and evaluate data and evidence scientifically and evaluate whether the conclusions are warranted. Thus, scientific literacy in PISA 2015 is defined by the three competencies to: Explain phenomena scientifically; Evaluate and design scientific enquiry; and Interpret data and evidence scientifically. 11. All of these competencies require knowledge. Explaining scientific and technological phenomena, for instance, demands a knowledge of the content of science – referred to hereinafter as content knowledge. The second and third competencies, however, require more than a knowledge of what we know. Rather, they depend on an understanding of how scientific knowledge is established and the degree of confidence with which it is held. Specific calls, therefore, have been made for teaching abou t what has variously been called ‘the nature of science’ (Lederman, 2006), ‘ideas about science’ (Millar & Osborne, 1998) or ‘scientific practices’ (National Research Council, 2012). Recognising and identifying the features that characterise scientific enquiry requires a knowledge of the standard procedures that are the foundation of the diverse methods and practices used to establish scientific knowledge – referred to here as procedural knowledge. Finally, the competencies require epistemic knowledge – an understanding 119 of the rationale for the common practices of scientific enquiry, the status of the knowledge claims that are generated, and the meaning of foundational terms such as theory, hypothesis and data. 12. Both procedural and epistemic knowledge are necessary to identify questions that are amenable to scientific enquiry, to judge whether appropriate procedures have been used to ensure that the claims are justified, and to distinguish scientific issues from matters of values or economic considerations. Of significance in developing this definition of scientific literacy is that, in their lifetimes individuals will need to acquire knowledge, not through scientific investigations, but through the use of resources such as libraries and the Internet. Procedural and epistemic knowledge are essential to deciding whether the many claims to knowledge that pervade contemporary media have been derived using appropriate procedures and are warranted. жүктеу/скачать 4,47 Mb. Достарыңызбен бөлісу:
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