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61.
Troy D. Sadler 《Cultural Studies of Science Education》2009,4(3):697-703
This paper provides a critical analysis of some of the issues raised in Simonneaux and Simonneaux’s analysis of socioscientific
reasoning among a group of university level students negotiating three socioscientific issues. I first discuss the labels
used to reference approaches in science education that prioritize socially relevant issues and the science related to these
issues. I draw distinctions between approaches labeled science-technology-society (STS), the socioscientific issues framework,
and les questions socialement vives (socially acute questions), which Simonneaux and Simonneaux introduce. Next, I discuss ways in which Simonneaux and Simonneaux’s
use socioscientific reasoning as an analytic construct varies with respect to its initial conceptualization. The primary distinctions
include linguistic inconsistencies and the conceptual differences these language choices confer, expansion of the construct
to subsume a broader range of practices, and issues related to unit of analysis (i.e., applying socioscientific reasoning
as an analytic resource for assessing individual practice vs. group patterns). Finally, the issue of transfer of socioscientific
reasoning is addressed. When considering the extent to which and how students leverage experiences and practice relative to
the exploration of one socioscientific issue to inform their negotiation of another, I suggest that researchers and practitioners
consider the distinction between the content of arguments advanced and underlying reasoning patterns. The tension between
embedding science in meaningful, specific contexts and promoting forms of scientific literacy applicable to diverse, socially-relevant
issues emerges as an important point of emphasis for educators interested in the socioscientific issues (or socially acute
questions) movement.
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Troy D. SadlerEmail: |
62.
63.
计海庆 《青岛大学师范学院学报》2006,23(4):40-45
主张信息共享的黑客文化的产生和演变,与计算机技术从实验室中产生并应用于社会是同步的;黑客文化本质上是由计算机技术导致的社会信息化过程在价值观上的一种展现。 相似文献
64.
一般性发展目标的达成是发展性课程评价体系实施的关键 ,而加强STS知识教学是促使发展性目标达成的有效途径之一。基于这一点 ,本文提出了包括概念、过程、应用、态度和创新等领域在内的STS教学的评价模式。 相似文献
65.
邹祖莉 《贵州教育学院学报》2008,24(9):54-55
从六个方面论述了在物理课程的教育中,结合物理学科的特点,把科学探究的教学形式渗透在教材和教学过程中,以达到培养学生的创新精神和实践能力的目的。 相似文献
66.
Margareta Serder Malin Ideland 《Discourse: Studies in the Cultural Politics of Education》2016,37(3):341-357
This article seeks to unpack the taken-for-granted notion of low performance, arguing that performance and competency are not a given categories; rather they are “objects-for-thought” that receive their discursive and material contours through a chain of translations. As suggested previously by Gorur, PISA is analyzed through the lens of Latourian Science and Technology Studies. The arguments in this article are based on an analysis of situations constructed to observe how performance is enacted in socio-material practice, as 15-year-old students collaboratively solve PISA scientific-literacy items. As background a text analysis, concerning how scientific literacy and performance are discursively constructed in various PISA materials, is reported. We suggest the notion of ‘competency’ be linked to the historical event of trying to start to detect it and argue that PISA results are products of the situated adjustments that are enacted by students and items created in the very moments of scientific measurement. 相似文献
67.
李树财 《内江师范学院学报》2007,22(3):157-160
建构学科范式是当代各学科发展的趋势和成熟标志.本文对STS学科的发展、范式理论及其学术意义等理论问题进行了阐述,并就STS学科范式的建构提出了自己的看法,以增强问题意识、学科意识,推动STS学科的进一步发展. 相似文献
68.
阐述了高师化学教学实施STS教育的意义 ,分析了国内外研究现状、高师化学教学实施STS教育的可行性 ,指明了本研究的特色与创新 . 相似文献
69.
STS教育致力于科学、技术、社会的协调发展,是一种新的教育观念。从STS教育的特点及其对素质教育的影响出发,探讨了在学校积极开展信息技术教育的必要性以及信息技术教师应具备的素质。 相似文献
70.
随着新课程改革的不断深入,成千上万的教育工作者正以高度的历史责任感和极大的热情投入到这场改革潮流之中.在新课标下,高中物理教师角色如何定位是我们每一个物理教师值得深思的问题.本文从教学方式的多样化、教学方法德育化、教学方向素质化三方面对在新课标下高中物理教师的角色定位作了初步探讨. 相似文献