The Development of Mature Capabilities for Understanding and Valuing in Technology Through School Project Work: Individual and Structural Preconditions

Schallies, Michael; Wellensiek, Anneliese; Lembens, Anja

doi:10.1023/a:1013048827776

Cited by 8 publications

(4 citation statements)

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“…School and the media are the most important sources for actual or context specific knowledge. This seems to be a general phenomenon, since it is in accord with results obtained in different education systems (Aikenhead, 1988) as well as in previous school project work in the Rhein-Neckar-Region with respect to "biotechnology" (Schallies, Wellensiek, & Lembens, 2002).…”

Section: Discussion and Implications For Teacher Educationsupporting

confidence: 89%

“…• recognise science as a methodical endeavour for knowledge and a social system 1 for acting; • recognise problems in the field of new technologies as interdisciplinary problems which could be solved only in an interdisciplinary effort; • identify and take into account the difference between technological approach and problem orientated approach for solving problems 2 ; • use -besides factual and instrumental knowledge -purposefully ethics as a means of reflection (Schallies, Wellensiek, & Lembens 2002).…”

Section: Theoretical Considerations For Establishing a Laboratory And...mentioning

confidence: 99%

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Learning Beyond School: Establishing a Laboratory for Sustainable Education

Schallies

Eysel²

2004

Chem. Educ. Res. Pract.

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The paper is about a research and development project ("Praxisforschung") devoted to the design, realisation and evaluation of a laboratory for sustainable education. It has been established through a cooperation of a State Academy for Technology Assessment, a Museum for Technology and Labour and a University of Education as an external learning centre for schools. It offers a learning environment that can be adapted to the needs of students grade 1 to 10, devoted to the topic "climate change". The pedagogic concept is based on self-directed learning of students combined with a tutorial system supported by the University of Education Heidelberg. Single visits of classes and long-term cooperations with schools are possible. Experimental activities in the laboratory are assessed by student questionnaires. All aspects of practical work in the laboratory are highy appreciated by students, irrespective of age or gender. The reason most often given for liking the laboratory was "one had to think and work on one´s own". The laboratory is an element in a systemic approach to teaching for sustainability. [Chem. Educ. Res. Pract.: 2004, 5, 111-126] 1 Research is taking place in organisations, involving people who have to agree on research topics, who interpret and give meaning to experimental results, thus forming a social system for acting and valuing 2 In a technological approach a certain technology is taken as given, and its specific advantages/ disadvantages are considered. In a problem-oriented approach all technologies available are considered, and which will be the best for the purpose.

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Section: Discussion and Implications For Teacher Educationsupporting

confidence: 89%

Section: Theoretical Considerations For Establishing a Laboratory And...mentioning

confidence: 99%

Learning Beyond School: Establishing a Laboratory for Sustainable Education

Schallies

Eysel²

2004

Chem. Educ. Res. Pract.

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“…STS teaching, students' and teachers' understanding of how science, technology, and society influence one another have become a worldwide focus of research within the last decades. Findings related with pre-service teachers' views about characteristics of scientists, and interactions among science, technology and society, were reported from Canada (Aikenhead, 1987;Ryan, 1987), USA (Bradford, Rubba, & Harkness, 1995), Germany (Schallies, Wellensiek, & Lembens, 2002), United Kingdom (Botton & Brown, 1998), and Brunei (Tairab, 2001). The number of research conducted to investigate adequacy of preservice teachers' STS views is also increasing in several countries, including Turkey.…”

Section: Introductionmentioning

confidence: 99%

Turkish Pre-Service Teachers’ Views of Science-Technology-Society: Influence of a History of Science Course

Öztürk-Akar

Doğan

2013

JBSE

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This research is conducted to explore the pre-service teachers’ views of science-technology-society (STS) issues and to investigate the influence of a History of Science (HOS) course on these views. The influence of teaching STS issues through different instructional approaches on the pre-service teachers’ views was also examined. Sample is consisted of 93 pre-service teachers. 11 adapted items of Views of Science-Technology-Society (VOSTS) questionnaire (Aikenhead, Ryan & Fleming, 1989) were administered. Descriptive and inferential statistics (Wilcoxon Sign-Test) were used to examine and compare pre-service teachers’ pre- and post-test responses. Findings revealed that the HOS course and the instructional approach did not have significant influences on the pre-service teachers’ STS views. Key words: science-technology-society, pre-service teachers, history of science, views of science-technology-society questionnaire.

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“…Ausgangspunkt für die Konzeption des Modellversuches war die Überlegung, "dass die Förderung ethischer Urteils-und Handlungskompetenzen zum allgemeinbildenden Auftrag der Schulen gehört und dass die Förderung ethischer Urteils-und Handlungskompetenzen im Umgang mit Wissenschaft und Technologie hierin eingeschlossen ist" [2,3,6,8].…”

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Schüler testen ihr Blut im Gen-Labor: Unterrichtsforschung aktuell, Teil 3

Lembens

2002

Biologie in unserer Zeit

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The Development of Mature Capabilities for Understanding and Valuing in Technology Through School Project Work: Individual and Structural Preconditions

Cited by 8 publications

References 4 publications

Learning Beyond School: Establishing a Laboratory for Sustainable Education

Learning Beyond School: Establishing a Laboratory for Sustainable Education

Turkish Pre-Service Teachers’ Views of Science-Technology-Society: Influence of a History of Science Course

Schüler testen ihr Blut im Gen-Labor: Unterrichtsforschung aktuell, Teil 3

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