科学素养
科学教育
背景(考古学)
批判性思维
数学教育
相关性(法律)
科学思维
读写能力
教育学
科技社会环境教育
心理学
科学的本质
功能(生物学)
动作(物理)
社会学
政治学
古生物学
物理
量子力学
进化生物学
法学
生物
作者
Rui Marques Vieira,Celina Tenreiro-Vieira
标识
DOI:10.1007/s10763-014-9605-2
摘要
Scientific literacy (SL) and critical thinking (CT) are key components of science education aiming to prepare students to think and to function as responsible citizens in a world increasingly affected by science and technology (S&T). Therefore, students should be given opportunities in their science classes to be engaged in learning experiences that promote SL and CT, which may trigger the need to build and develop knowledge, attitudes/values, thinking abilities, and standards/criteria in an integrated way, resulting in their ability to know how to take responsible action in contexts and situations of personal and social relevance. This paper reports on a study to design, implement, and assess science learning experiences focused on CT toward SL goal. Results support the conclusion that the learning experiences developed and implemented in a grade 6 science classroom had a significant influence on the students’ CT and SL. Within this elementary school context, the theoretical framework used appears to be a relevant and practical aid for developing learning experiences that promote CT/SL and in supporting teaching practices that are more in line with the goals of critical scientific literacy.
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