The public understanding of science: implications for education

Cross, Roger T.

doi:10.1080/095006999290354

Cited by 11 publications

(9 citation statements)

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“…They may encounter some conflicts between school knowledge and cultural experiences. Cross (1999) pointed out similar tensions between "western" science and local cultures in nonwestern societies. It is, however, still not conflicting to integrate some theoretical perspectives derived from local cultures into science curriculum, and explain to students that they are different modes of thinking and reasoning because of historical and cultural developments.…”

Section: Sherry Stated Thatmentioning

confidence: 91%

A science teacher's reflections and knowledge growth about STS instruction after actual implementation

Tsai

2001

Science Education

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ABSTRACT:The major purpose of this study was to describe a science teacher's views of STS (Science -Technology -Society) instruction and what she acquired after implementing a two-semester STS-oriented science course in a high school of Taiwan. Upon analysis of the teacher's journals, interview data, concept maps, and relevant student questionnaire responses, this study revealed the following findings. The teacher believed that STS instruction was a potential way of practicing so-called "constructivist" teaching and her pedagogical knowledge about STS showed a considerable growth. As a result of STS instruction, her epistemological views of science seemed to progress toward more constructivist-oriented views of science. The heavy content load of Taiwan's national curriculum, regular crossclass standard tests, the lack of peers' or administrative support, the resource limitations in Chinese language, and the cultural impacts were identified as major factors that inhibited her implementation of STS instruction.

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Section: Sherry Stated Thatmentioning

confidence: 91%

A science teacher's reflections and knowledge growth about STS instruction after actual implementation

Tsai

2001

Science Education

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“…Science as an area of knowledge is strongly linked to the image of the scientist and what he does during his working hours at the laboratory or in the environment (Freire-Maia, 1997;Cross, 1999;Bizzo, 2002;Curi, 2004;Ardigó, 2011). However, a stereotypical image of the scientist developed along the years indicating social and psychological attitudes towards science and technology especially by pupils (Chambers, 1983).…”

Section: Brazilian Educationmentioning

confidence: 99%

Brazilian Primary and Secondary School Pupils´ Perception of Science and Scientists

Bartoszeck¹,

Bartoszeck²

2017

EUROPEAN J ED RES

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Abstract:The purpose of this study is to understand in an exploratory way pupils´ perception of science and the image of scientists at primary and secondary school levels. Data was collected by means of a survey questionnaire and a drawing representing pupils´ depiction what scientists do during their working hours. A questionnaire anchored on a Likert scale was filled by 204 primary and 229 secondary school children. Pupils from this sample considered science classes enjoyable, helped to understand issues covered by media, that science is a body of knowledge whose goal is to make life more comfortable to people. A total of 433 drawings were collected at 3 urban and 1 rural schools. Drawings illustrated scientists in scientific activity, mainly working alone, wearing lab coat and eyeglasses. Scientific specialization included chemists, biologists and a few technologist and astronomers. Educational implications are discussed.

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“…La ACyT, muy crítica con los enfoques estrictamente disciplinares (Lemke, 2006), intenta dar respuesta a la escasa cultura científica y tecnológica que reciben los estudiantes de secundaria (Cajas, 2001), y plantea que la educación debe contribuir a que los ciudadanos participen, con criterios relativamente fundamentados, en los debates sobre aquellos problemas relevantes que afectan a la sociedad del siglo xxi (Cross, 1999), formación que debería tener como una referencia importante la mejora de la calidad de vida de las personas, en el marco de una sociedad más justa y democrática .…”

Section: La Alfabetización Científica Y Tecnológica Como Aportación Dunclassified

Finalidades de la educación científica en Educación Secundaria: aportaciones de la investigación educativa y opinión de los profesores The goals of secondary school science education: educational research and teachers’ opinions [ EC-2009-01-AR-16.R1 ]

Hernández¹

2011

ensciencias

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Resumen. En este artículo se analizan algunas de las aportaciones realizadas por la investigación educativa en relación con la alfabetización científica y tecnológica. A partir de estas referencias se presentan los resultados de una consulta realizada a profesores de secundaria-con amplia experiencia docente, y que han colaborado o colaboran en iniciativas de innovación y/o investigación educativas-sobre las finalidades que prioriza y que debería priorizar la educación científica de los estudiantes de ESO y bachillerato. Además de constatar una elevada coincidencia entre la información obtenida a partir de ambas fuentes, como conclusiones de este estudio se identifican algunos obstáculos importantes que dificultan el trabajo de los profesores, así como algunas iniciativas para mejorar la calidad de la educación científica que reciben los estudiantes de estos niveles educativos. Palabras clave. Alfabetización científica, educación secundaria, opinión de profesores, mejora de la calidad de la educación. the goals of secondary school science education: educational research and teachers' opinions Summary. This study analyzes the goals that scientific disciplines should have in secondary education. With this aim, we have collected information from some secondary teachers with a lot of experience in teaching and in educational innovation. The results pointed out that in the first levels of secondary education, students' education should be more centred on scientific and technology literacy, while in the higher levels it should be more based on preparing students for higher further studies. In order to provide a main conclusion, we have identified some difficulties and initiatives in order to improve the quality of the students' scientific education at these levels.

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The public understanding of science: implications for education

Cited by 11 publications

References 0 publications

A science teacher's reflections and knowledge growth about STS instruction after actual implementation

A science teacher's reflections and knowledge growth about STS instruction after actual implementation

Brazilian Primary and Secondary School Pupils´ Perception of Science and Scientists

Finalidades de la educación científica en Educación Secundaria: aportaciones de la investigación educativa y opinión de los profesores The goals of secondary school science education: educational research and teachers’ opinions [ EC-2009-01-AR-16.R1 ]

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