An Implication of System Thinking Paradigm in Current Science Education

2005 ◽  
Vol 277-279 ◽  
pp. 299-304
Author(s):  
Man Hee Kim
Keyword(s):  
Information Technology ◽  
Science Education ◽  
Scientific Literacy ◽  
System Thinking ◽  
Major Goal ◽  
Late 20Th Century ◽  
Current Thinking ◽  
Theoretical View ◽  
Essential Form ◽  
Current Science

The purpose of this paper was to investigate the system thinking paradigm and current science education in a theoretical view and to discuss its implications with information technology. This is theoretical and philosophical research, and is divided into three parts: firstly, significant trends in science education during the late 20th Century are examined; secondly, the nature of the thinking paradigm are discussed, with a specific focus on system thinking; thirdly, the implications of the system thinking paradigm are discussed in relation to science education. The following results are then presented: 1) scientific literacy has emerged as the major goal of science education in the age of information; 2) the current thinking paradigm is changing from analytics to systemics in that it is concerned with interrelated components and systems as the property of the whole; and 3) in terms of its implications in science education, system thinking can be interpreted as the essential form of scientific literacy.

How to promote chemical literacy? On-line question posing and communicating with scientists

2020 ◽  
Vol 21 (1) ◽  
pp. 250-266
Author(s):  
Zehavit Kohen ◽  
Orit Herscovitz ◽  
Yehudit Judy Dori
Keyword(s):  
Science Education ◽  
Scientific Literacy ◽  
Communication Channel ◽  
Focal Point ◽  
Communication Channels ◽  
Chemistry Teachers ◽  
Stakeholder Groups ◽  
Stem Students ◽  
On Line ◽  
Current Science

Facilitating students' chemical literacy is a focal point of current science education. This study examines views of chemists and chemistry teachers on chemical literacy and, more broadly, on scientific literacy of four kinds of stakeholders: scientists, teachers, STEM students, and the educated public. We explored the views of 347 participants, representing the four stakeholder groups with diversified scientific literacy, and an Ask-a-Scientist public website as a communication channel for facilitating chemical literacy through posing questions. Research tools included interviews, open-ended questionnaires, and questions retrieved from the website. We found that the questions posed on the website expressed a range of levels of chemical literacy that the students had constructed. The stakeholder groups expressed diverse perspectives of their experiences using various types of communication channels, arguing for the need to encourage students to pose questions and receive scientists' responses. Our study is placed in the larger context of scientific literacy and communication channels, as it takes the example of chemical literacy, with a focus on communications among scientists and chemistry teachers in the context of an Ask-a-Scientist website. It has established a link between responses of various stakeholders and the literature definitions regarding scientific literacy with focus on chemical literacy. From a practical viewpoint, the study presents a productive communication channel for posing questions in the context of chemistry and other sciences. Methodologically, this study includes the design of tools for analyzing both the views of different stakeholders and for evaluating the complexity level of chemistry questions, which might serve chemistry educators.

scholarly journals SCIENCE EDUCATION IN ITALY: CRITICAL AND DESIRABLE ASPECTS OF LEARNING ENVIRONMENTS

2015 ◽  
Vol 14 (5) ◽  
pp. 685-696
Author(s):  
Virginia Brianzoni ◽  
Liberato Cardellini
Keyword(s):  
Science Education ◽  
High School Students ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
School Science ◽  
School Students ◽  
Teachers And Students ◽  
Intellectual Skills ◽  
Current Science

Science teaching plays an important role in the contemporary society, but nowadays, many high school students are often not interested in school science. The purpose of the study was to enhance the quality of teaching and to encourage learners to study science, making student learning more effective and meaningful. The opinions of different stakeholders was taken into account. In Italy, almost 200 participants, counting both teachers and students, answered a questionnaire concerning the following aspects of teaching and learning: situations, contexts, motives; basic concepts and topics; scientific fields and perspectives; qualification; methodical aspects. The results obtained showed the priorities and main gaps in current science education. In particular, scientific literacy should be essentially based on three concepts: the development of communication skills, the improvement of intellectual skills and the development of personality. Unfortunately the study has also highlighted that the approaches judged more effective are not really common in the current educational panorama. Key words: inquiry-based science, learning environment, PROFILES project, science education.

scholarly journals Integrating engineering in K-12 science education: spelling out the pedagogical, epistemological, and methodological arguments

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Senay Purzer ◽  
Jenny Patricia Quintana-Cifuentes
Keyword(s):  
Science Education ◽  
Scientific Literacy ◽  
Student Learning Outcomes ◽  
School Science ◽  
School Resources ◽  
Science And Engineering ◽  
Teaching Models ◽  
Engineering Design Process ◽  
Stem Literacy ◽  
K 12

AbstractThis position paper is motivated by recent educational reform efforts that urge the integration of engineering in science education. We argue that it is plausible and beneficial to integrate engineering into formal K-12 science education. We illustrate how current literature, though often implicitly, discusses this integration from a pedagogical, epistemological, or methodological argumentative stance. From a pedagogical perspective, a historically dominant argument emphasizes how engineering helps make abstract science concepts more concrete. The epistemological argument is centered on how engineering is inherently interdisciplinary and hence its integrative role in support of scientific literacy and more broadly STEM literacy is natural. From a methodological perspective, arguments focus on the engineering design process, which is compatible with scientific inquiry and adaptable to answering different types of engineering questions. We call for the necessity of spelling out these arguments and call for common language as science and engineering educators form a research-base on the integration of science and engineering. We specifically provide and discuss specific terminology associated with four different models, each effectively used to integrate engineering into school science. We caution educators against a possible direction towards a convergence approach for a specific type of integrating engineering and science. Diversity in teaching models, more accurately represents the nature of engineering but also allows adaptations based on available school resources. Future synthesis can then examine student learning outcomes associated with different teaching models.

scholarly journals Bibliometric analysis of scientific literacy using VOS viewer: Analysis of science education

2021 ◽  
Vol 1796 (1) ◽  
pp. 012096
Author(s):  
Denti Nanda Effendi ◽  
Irwandani ◽  
Welly Anggraini ◽  
Agus Jatmiko ◽  
Henita Rahmayanti ◽  
...  
Keyword(s):  
Science Education ◽  
Bibliometric Analysis ◽  
Scientific Literacy ◽  
Vos Viewer

Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada

2021 ◽  
pp. 209653112096678
Author(s):  
Guihua Zhang ◽  
Yuanrong Li ◽  
George Zhou ◽  
Sonia Wai-Ying Ho
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Survey Design ◽  
Science Teacher Education ◽  
Teaching Behaviors ◽  
Preservice Science Teachers

Purpose: The Nature of Science (NOS) is an important component of scientific literacy. Science teachers’ Views of the Nature of Science (VNOS) directly affect their teaching behaviors. Therefore, it is of great significance to explore science teachers’ VNOS and find ways of improvement. This study was designed to comparatively investigate preservice science teachers’ VNOS between China and Canada. Design/Approach/Methods: The study employed a survey design to explore how Chinese and Canadian preservice science teachers understood the seven different aspects of NOS. Findings: Data showed that preservice science teachers in China and Canada both hold a modern view about science education. The level of Chinese and Canadian participants’ understanding of NOS was above the relatively naive level. Chinese teachers had better macro-understanding toward science education but their micro-mastery was insufficient. While the Canadian participants had a better understanding of the NOS than their Chinese counterparts. Originality/Value: Based on the research results and the experience of science education and teacher education in Canada, we suggested that there is a need to reconstruct the preservice science teacher education curriculum in China and promote the transformation in the science teacher educational system.

scholarly journals Teaching traditions in science education in Switzerland, Sweden and France: A comparative analysis of three curricula

2017 ◽  
Vol 17 (1) ◽  
pp. 51-70
Author(s):  
Laurence Marty ◽  
Patrice Venturini ◽  
Jonas Almqvist
Keyword(s):  
Science Education ◽  
Learning Outcomes ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Science And Society ◽  
The Core ◽  
Moral Tradition ◽  
Science Curricula ◽  
Expected Outcomes ◽  
Academic Tradition

Classroom actions rely, among other things, on teaching habits and traditions. Previous research has clarified three different teaching traditions in science education: the academic tradition builds on the idea that simply the products and methods of science are worth teaching; the applied tradition focuses on students’ ability to use scientific knowledge and skills in their everyday life; and the moral tradition opens up a relationship between science and society, focusing on students’ decision making concerning socio scientific issues. The aim of this paper is to identify and discuss similarities and differences between the science curricula in Sweden, France and Western Switzerland in terms of teaching traditions. The study considers the following dimensions in the analysis: (1) the goals of science education as presented in the initial recommendations of the curricula; (2) the organization and division of the core contents; and (3) the learning outcomes expected from the students in terms of concepts, skills and/or scientific literacy requirements. Although the three traditions are taken into account within the various initial recommendations, the place they occupy in the content to be taught is different in each case. In the Swedish curriculum, our analyses show that the three traditions are embedded in the initial recommendations and in the expected outcomes. On the other hand, in the Western-Swiss and French curricula, the three traditions are embedded in the initial recommendations but only academic tradition can be found in the expected outcomes. Therefore, the Swedish curriculum seems to be more consistent regarding teaching traditions. This may have some consequences on teaching and learning practices, which will be discussed in the article. Moreover, our analyses enable us to put forward definitions of teaching tradition.

Science education: too much of too little.

1990 ◽  
Vol 258 (6) ◽  
pp. S3 ◽  
Author(s):  
R L Malvin
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Science Teachers ◽  
School Children ◽  
Scientific Literacy ◽  
Scientific Productivity ◽  
College And University ◽  
The Subject ◽  
University Scientists ◽  
Read Number

By all measures attempted, scientific literacy of the American public is sadly wanting. The vast majority of our secondary school children and adults have no knowledge of most of the basic terms or concepts of science. The reasons for this shortcoming are many but prominent among them are sadly deficient texts, teachers untrained in the subject matter they teach, and college and university scientists who divorce themselves from the problem, although probably deploring it. Our institutions are no aid. They reward scientific productivity (read: number of papers published per year and research dollars), not teaching. Some suggested cures are production of better texts, training of science teachers in the field in which they teach, and, most importantly, involvement of scientists in the process. We must be willing to spend some of our time with secondary school pupils and their teachers. All will gain from the experience.

scholarly journals Evaluation of Physicians' Information Technology Readiness

2020 ◽  
Vol 9 (3) ◽  
pp. 170-175
Author(s):  
Alaattin Parlakkılıç
Keyword(s):  
Information Technology ◽  
Science Education ◽  
Health Informatics ◽  
Computer Usage ◽  
Average Score ◽  
Technology Readiness ◽  
Technology Skills ◽  
Age Group ◽  
Personal Effort ◽  
Young Physicians

Aim: In this study, the information technology and health informatics knowledge readiness of Turkish physicians were evaluated. Methods: In the evaluation of the Information Technology Dimension, basic computer usage, health informatics concepts and privacy in health informatics were evaluated by a questionnaire. Results: When the science education dimension and survey data were evaluated, it was observed that the male participants’ information technology readiness was higher than the female participants' information technology readiness. The average score of physicians was 3.5 in our study and it needs a personal effort to have a better information technology skills level. Another observation is that the informatics education dimension changes according to the age group, and it is determined that the participants at the early ages have more qualifications in terms of education. Conclusion: Likewise, it is one of the results obtained in the evaluation of the data that young physicians have higher information technology skills. When the data were evaluated in terms of academic title, it was observed that informatics education was affected according to the academic title and basic computer usage skills were not affected by the title, but the information about health informatics was affected by the academic title. Keywords: information technology, readiness, health informatics

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