Preferencje help
Widoczny [Schowaj] Abstrakt
Liczba wyników
2013 | 4 | 35--44
Tytuł artykułu

Understanding the Challenges of Science Education in the 21st Century : New Opportunities for Scientific Literacy

Treść / Zawartość
Warianty tytułu
Języki publikacji
This essay examines the challenges of science education in the 21st century with regard to social, cultural, economic, political and pedagogical issues impacting and influencing instructional methodology and understanding of the role of science education as it affects individual, social organizational and societal progress and functions. Drawing upon some strong practical, philosophical, and pedagogical-methodological and theoretical ideas and propositions from Hodson, as espoused in his book Looking to the Future: Building a Curriculum for Social Activism, the author essentially responds to this extremely rich scholarly volume in scientific literacy, philosophy, and history by supporting Hodson's advocacy of an action-oriented and issues-based curriculum as the key to renewing and activating scientific literacy to increase students' performance and national competitiveness in the global economy. The author extricates from literature, not only strong rationale for the renewal and transformational of science education in terms of perspective and approach, but also takes a critical approach in examining some of Hodson's contentions regarding strategies in confronting socioscientifc issues as major pathways to the teaching and learning of science. The author examines problems, challenges, and the new opportunities that have emerged and are emerging in contemporary environmental, social, cultural and political contexts for science education to experience transformation in several ways: as a field of study, as an applied body of knowledge, as a way of living and as a competitive tool and strategy important to national goals and posterity. (original abstract)
Słowa kluczowe
Opis fizyczny
  • DeVry University, Miramar, Florida; Nova Southeastern University, Fort Lauderdale, Florida; Broward College, Florida; Frederick Taylor University, Moraga, California; The Donovan Society LLC, Florida, USA
  • [1] Abell S. K., Lederman N. G. (Eds.), Handbook of research on science education. Mahwah, NJ: Lawrence Erlbaum Associates, 2007.
  • [2] Ash D., Klein C., Inquiry in the informal learning environment. In J. Minstrell & E. H. van Zee (Eds.), Inquiring into Inquiry Learning in Science, 2000, pp. 216-240, Washington, D.C: American Association for the Advancement of Science.
  • [3] Bailey S., Watson R., International Journal of Science Education 20(2) (1998) 139-152.
  • [4] Barraza L., Environmental Education Research 5(1) (1999) 49-66.
  • [5] Barrett M. J., Participatory pedagogy in environmental education: Reproduction or disruption? In A. Reid, B. B. Jensen, J. Nikel, V. Simovsla (Eds.), Participation and learning: Perspective on education and the environment, health and, New York: Springer, 2008, pp. 212-224
  • [6] Bartholomew H., Osborne J., Ratcliffe M., Science Education 88(5) (2004) 655-682.
  • [7] Baskaran A., Boden R., Globalization and the commodification of science. In M. Muchie, & X. Li (Eds.), Globalization, inequality and the commodification of life and well-being, London: Adonis & Abbey, 2006, pp. 42-72.
  • [8] Bell B., Gilbert J., Teacher development: A model from science education. London: Falmer Press, 1996.
  • [9] Bencze J. L., Alsop S., Bowen G. M., Journal of Activist Science and Technology Education 1(2) (2009) 78-112.
  • [10] Berland L. K., McNeill K. J., Science Education 94(5) (2010) 765-793.
  • [11] Berry L., Loughran J., van Driel J. H., International Journal of Science Education 30(10) (2008) 1271-1279.
  • [12] Birdsall S., Australian Journal of Environmental Education 26 (2010) 65-84.
  • [13] Braund M., Reiss M. (Eds.), Learning science outside the classroom, London: RoutledgeFalmer, 2004.
  • [14] Carter L., Journal of Activist Science & Technology Education 1(1) (2009) 57-60.
  • [15] Cheek D. W., Think constructively about science, technology, ands society education. Albany, NY: State University of New York Press, 1992.
  • [16] Cobern W., Science & Education 4(3) (1995) 287-302.
  • [17] Glod M., U.S. Teens Trail Peers Around World on Math-Science Test. The Washington Post, Wednesday, December 5, 2007. Retrieved from dyn/content/article/2007/12/04/AR2007120400730.html
  • [18] Gundle-Krieg D., US students rank 11th in Science, 9th in Math: should we go back to basics? Education Examiner, February 25, 2009. Retrieved from
  • [19] Hodson D., Looking to the Future: Building a Curriculum for Social Activism, Rotterdam, The Netherlands: Sense Publishers, 2011.
  • [20] Hodson D., International Journal of Science Education 25(6) (2003) 645-670.
  • [21] Paulson A., New report ranks U.S. teens 29th in science worldwide: Why this information could be a useful tool in improving science education. The Christian Science Monitor, December 5, 2007. Retrieved from
  • [22] Ratcliffe M., Pedagogical content knowledge for teaching concepts of the nature of science, 2011. Retrieved from
  • [23] Thomas G., Durant J., Why should we promote the public understanding of science? In M. Shortland (Ed.), Scientific literacy papers, 1987, pp. 1-14, Oxford: Oxford University Department for External Studies.
Typ dokumentu
Identyfikator YADDA

Zgłoszenie zostało wysłane

Zgłoszenie zostało wysłane

Musisz być zalogowany aby pisać komentarze.
JavaScript jest wyłączony w Twojej przeglądarce internetowej. Włącz go, a następnie odśwież stronę, aby móc w pełni z niej korzystać.