|
Derginin Adı:
|
International Journal of Environmental and Science Education
|
|
Cilt:
|
2009/4
|
|
Sayı:
|
3
|
|
Makale Başlık:
|
Promoting Scientific Literacy Using a Sociocritical and Problem-Oriented Approach to Chemistry Teaching: Concept, Examples, Experiences
|
|
Makale Alternatif Dilde Başlık:
|
Alternatif dilde başlık bulunmamaktadır. There is no article title in another language.)
|
|
Makale Eklenme Tarihi:
|
9.02.2015
|
|
Okunma Sayısı:
|
1
|
|
Makale Özeti:
|
This paper revisits the discussion about the objectives of scientific literacy-oriented
chemistry teaching, its connection to the German concept of Allgemeinbildung, and the
debate of science through education vs. education through science. About 10 years ago
the sociocritical and problem-oriented approach to chemistry teaching was suggested
using these starting points. In this paper its central assumptions and criteria for structuring
lesson plans are presented as they have been refined along a series of lesson plans
developed by participatory action research in recent years. The summarized teaching
approach intends to more thoroughly promote reflection on scientific questions in the
framework of their socioeconomical and ecological consequences. This is done by
inserting authentic and controversial debates on socioscientific issues into chemistry
teaching, which provoke and allow for open discussions and individual decision making
processes. After discussing the framework, we present one example which deals with
musk fragrances used in cosmetic products, and we give an overview of different
respective issues. From experience gained in applying the different examples, the
potential of this teaching approach is then reflected upon as a source for promoting the
process-oriented skills of evaluation and communication as essential parts of a welldeveloped
scientific literacy.
|
|
Alternatif Dilde Özet:
|
Alternatif dilde abstract bulunmamaktadır. (There is no abstract in another language.)
|