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As the context of human life expands from personal to global, a new vision of scientific literacy is needed. Based on a synthesis of the literature and the findings of an online survey of South Korean and US secondary science teachers, we developed a framework for scientific literacy for South Korea that includes five dimensions: content knowledge, habits of mind, character and values, science as a human endeavor, and metacognition, and self-direction. The framework was validated by international science educators. Although the names of these dimensions sound familiar, the framework puts a new perspective on scientific literacy by expanding and refining each dimension, stressing integrated understanding of big idea and the importance of character and values, adding metacognition, and emphasizing global citizenship. Twenty-first century citizens need integrated understanding of the big ideas of science and habits of mind such as systematic thinking and communications. They also need to realize that science is a human endeavor that changes, as new evidence is uncovered. However, these aspects of scientific literacy provide only a partial picture. Scientific literacy should also emphasize character and values that can lead learners to make appropriate choices and decisions to ensure a sustainable planet and provide all people with basic human rights. Individuals will also need to develop metacognitive skills in order interpret new complex scientific information and know when they need additional information. Although this framework was developed primarily for South Korea, a new vision of scientific literacy that is applicable for K-12 has the potential to spur the development of new standards, curriculum materials, instructional practices, professional development and assessments, and dialog across nations. ß issues that threaten human dignity and survival. The consequences include global warming, lack of energy resources, pandemics, uneven distribution of health and dietary care and supplies, and pollution of our waterways and air (Gore, 2006;Hurd, 1998;Jenkins, 1999). These concerns stretch from the personal to societal and global. They will only be solved through collaboration, communication, and cooperation between people who see themselves as members of a global community. As global citizens, therefore, we need to answer questions such as: What are the likely effects that inventing, manufacturing, and using new nanoscience products will have on the health of my family and the community? What worldwide consequences, if any, could they have? How might we create a sustainable planet in which we meet the energy needs of today without compromising the ability of future generations to meet their own needs? What might be the long-range effects of nanoscale waste on the environment, both locally and globally? How can our world reduce toxic pollutants? To respond to these questions, we need to prepare citizens who have an understanding of scientific ideas, intellectual capabilities, creativity, and reasoning, and to nur...
As the context of human life expands from personal to global, a new vision of scientific literacy is needed. Based on a synthesis of the literature and the findings of an online survey of South Korean and US secondary science teachers, we developed a framework for scientific literacy for South Korea that includes five dimensions: content knowledge, habits of mind, character and values, science as a human endeavor, and metacognition, and self-direction. The framework was validated by international science educators. Although the names of these dimensions sound familiar, the framework puts a new perspective on scientific literacy by expanding and refining each dimension, stressing integrated understanding of big idea and the importance of character and values, adding metacognition, and emphasizing global citizenship. Twenty-first century citizens need integrated understanding of the big ideas of science and habits of mind such as systematic thinking and communications. They also need to realize that science is a human endeavor that changes, as new evidence is uncovered. However, these aspects of scientific literacy provide only a partial picture. Scientific literacy should also emphasize character and values that can lead learners to make appropriate choices and decisions to ensure a sustainable planet and provide all people with basic human rights. Individuals will also need to develop metacognitive skills in order interpret new complex scientific information and know when they need additional information. Although this framework was developed primarily for South Korea, a new vision of scientific literacy that is applicable for K-12 has the potential to spur the development of new standards, curriculum materials, instructional practices, professional development and assessments, and dialog across nations. ß issues that threaten human dignity and survival. The consequences include global warming, lack of energy resources, pandemics, uneven distribution of health and dietary care and supplies, and pollution of our waterways and air (Gore, 2006;Hurd, 1998;Jenkins, 1999). These concerns stretch from the personal to societal and global. They will only be solved through collaboration, communication, and cooperation between people who see themselves as members of a global community. As global citizens, therefore, we need to answer questions such as: What are the likely effects that inventing, manufacturing, and using new nanoscience products will have on the health of my family and the community? What worldwide consequences, if any, could they have? How might we create a sustainable planet in which we meet the energy needs of today without compromising the ability of future generations to meet their own needs? What might be the long-range effects of nanoscale waste on the environment, both locally and globally? How can our world reduce toxic pollutants? To respond to these questions, we need to prepare citizens who have an understanding of scientific ideas, intellectual capabilities, creativity, and reasoning, and to nur...
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