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| Autor/in | Bou Jaude, Saouma |
|---|---|
| Titel | Balance of scientific literacy themes in science curricula: the case of Lebanon. |
| Quelle | In: International journal of science education, 24 (2002) 2, S. 139-156Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| Schlagwörter | Bildungsforschung; Methode; Gesellschaft; Interaktion; Fachwissen; Curriculum; Naturwissenschaftliche Bildung; Technik; Libanon |
| Abstract | The purpose of this study was to investigate the balance of scientific literacy themes in the new Lebanese science curriculum in an attempt to find out whether or not this curriculum has the potential to prepare scientifically literate citizens. The general objectives (goals), introductions, objectives, instructional objectives, and activities for Grades 1, 2, 4, 5, 7, 8, 10 and 11 of the Lebanese science curriculum were analysed and categorized using a framework developed for the purposes of the study. Results show that the Lebanese curriculum emphasizes the knowledge of science, the investigative nature of science, and the interactions of science technology and society, but neglects 'science as a way of knowing'. While 'science as a way of knowing' appears clearly in the general objectives of science education, the more detailed the curriculum becomes, the less evident is the emphasis on this aspect of scientific literacy. |
| Erfasst von | Lehrstuhl Didaktik der Physik, Ludwig-Maximilians-Universität München |
| Update | 2003_(CD) |
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