公民教育:重新评估科学教育教育的作用
Wolff-Michael Roth1, Jacques Désautels2
1University of Victoria, Canada.
概括
科学素养教育应该优先考虑民主公民身份,而不是科学成果. 这种方法使公民能够从科学中获得社会利益,正如社区水资源主体研究所显示的那样.
科学领域:
- 科学教育科学教育教育.
- 科学社会学科学社会学
- 公民参与 公民参与
背景情况:
- 越来越复杂的世界需要学生的科学和技术素养.
- 科学素养的定义往往仅限于科学产品和实践.
- 需要更广泛地了解科学素养,以支持民主公民.
研究的目的:
- 挑战科学素养的主导定义.
- 提出一个以民主公民身份为中心的科学素养的替代框架.
- 探索这个框架对科学教育的影响.
主要方法:
- 在一个面临水道延长问题的社区进行了为期三年的民族学研究.
- 通过观察和与成年居民和科学家的互动收集数据.
- 对社区参与科学问题的定性分析.
主要成果:
- 成年居民,无论他们的科学背景如何,都积极与科学家们就当地水问题进行交流.
- 这项研究表明,科学素养不仅仅依赖于正式的科学知识.
- 社区成员表现出了科学参与能力,以解决当地问题的问题.
结论:
- 公民教育需要促进参与民主进程.
- 应该在民主公民的背景下对科学素养制定一个可行的方法.
- 重新思考科学教育对于支持知情和积极参与的公民至关重要.
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