Science capabilities for a functional understanding of the nature of science

Sediments and Seashores - A Case Study of Local Citizen Science Contributing to Student Learning and Environmental Citizenship

“…This will be particularly important for embedding wider community-level engagements, such as what this project offered by involving students in a fuller scientific process of engaging with scientists, designing their research approach and reporting their results back to stakeholders. Not only does this format clearly meets the "Nature of Science" goals of many science curricula (Hipkins and Bull, 2015;Shah and Martinez, 2016;Nistor et al, 2019), such youth opportunities to develop expertise and confidence in data production and sharing can be expected to develop science citizenship skills. This is certainly all expressed in the goal of the NZ science curriculum in enabling students "to use their science skills to participate as critical, informed and responsible citizens" (Ministry of Education, 2007, page 17).…”

“…The curriculum also emphasizes that students need opportunities to develop their capability as users of knowledge and skills in wide-ranging contexts, now and in the future. The national framework of "science capabilities for citizenship" (Hipkins and Bull, 2015) highlights the need for students to have the skills to critically engage in science and be ready, willing and able to use their science knowledge in real life scenarios. School-based CS would appear to be an ideal avenue for schools to meet the stated curriculum goals of student able to "use their science skills to participate as critical, informed and responsible citizens" (Ministry of Education, 2007, page 17).…”

Noticias sobre temas de Astronomía en los diarios: un recurso para aprender sobre la naturaleza de la ciencia reflexivamente

“…(Organización para la Cooperación y el Desarrollo Económico [OCDE], 2009); esto es, la adquisición de un conocimiento informado acerca de la naturaleza de la ciencia (NDC). Así lo establecen la mayoría de países del mundo en sus currículos oficiales de ciencia escolar, según se refleja en algunos informes y documentos recientes (Eurydice, 2011;Harlen, 2010;Hipkins, 2012;NextGenerationScienceStandards [NGSS], 2013). Incluso se empieza a demandar el comienzo del aprendizaje de nociones sobre la NDC en las etapas educativas iniciales (Akersonet al, 2011).…”