We argue here that educators and curriculum developers first need to contextualize the notion of scientific literacy in their own particular educational setting before considering how it might advance science education.
📌 3 Key Takeaways
🎯
Objective & Hypothesis:Scientific literacy has become something of a catch cry in science education circles worldwide.
📊
Key Findings & Data:The nature of scientific literacy and how scientific literacy is developed and enacted in classrooms is explored in this special issue.
💡
Conclusion & Impact:We argue here that educators and curriculum developers first need to contextualize the notion of scientific literacy in their own particular educational setting before considering how it might advance science education.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters
Abstract
Scientific literacy has become something of a catch cry in science education circles worldwide. The nature of scientific literacy and how scientific literacy is developed and enacted in classrooms is explored in this special issue. An overview of the papers presented in this special issue suggests that many authors struggle to clearly define scientific literacy, and that its use in science education is muddled. We argue here that educators and curriculum developers first need to contextualize the notion of scientific literacy in their own particular educational setting before considering how it might advance science education.
🔖
Cite This Article
TAYLOR, N., COLL, R. K. (2022). Exploring international perspectives of scientific literacy: An overview of the special issue. International Journal of Environmental and Science Education (elektronik), Cilt: 4 - Sayı: 3, 197–200. https://ajindex.com/articles/540877
Coll, R.K., & Taylor, N. (2004). Probing scientists’ beliefs: How open-minded are modern scientists? International Journal of Science Education, 26(6), 757-778.
Coll, R.K., & Taylor, N. (2008, in press). Scientists’ habits of mind as evidenced by the interaction between their science training and religious beliefs. International Journal of Science Education. Gauld, C.F. (2005). Habits of mind, scholarship and decision making in science and religion. Science & Education, 14, 291-308.
Matthews, M.R. (1998). The nature of science and science teaching. In B.J. Fraser & K.G. Tobin (Eds.), International handbook of science education (pp. 981-999). Dordrecht: Kluwer. Preece, F.W., & Baxter, J.H. (2000). Scepticism and gullibility: The superstitious and pseudo-scientific beliefs of secondary school students. International Journal of Science Education, 22(11), 1147-1156.
Yates, G.C.R., & Chandler, M. (2000). Where have all the sceptics gone? Patterns of new age beliefs and anti-scientific attitudes in preservice primary teachers. Research in Science Education, 30(4), 377-397.