Scientific Literacy: Part of the PARSEL Story.

Autor/in	Koballa, Thomas R., Jr.
Titel	Scientific Literacy: Part of the PARSEL Story.
Quelle	Aus: Höttecke, Dietmar (Hrsg.): Entwicklung naturwissenschaftlichen Denkens zwischen Phänomen und Systematik. Jahrestagung in Dresden 2009. Münster: Lit Verl. (2010) S. 77-79Verfügbarkeit
Reihe	Gesellschaft für Didaktik der Chemie und Physik. 30; Jahrestagung / Gesellschaft für Didaktik der Chemie und Physik. 2009
Sprache	deutsch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-643-10585-1
Schlagwörter	Kompetenzerwerb; Chemie; Chemieunterricht; Unterricht; Didaktik; Modul; Naturwissenschaftliche Bildung; Didaktik; Unterrichtskonzeption; Unterricht; Chemie; Chemieunterricht; Naturwissenschaftliche Bildung; Modul
Abstract	PARSEL modules make science interesting and relevant for students. They do so by targeting matters of personal health and appearance, todays gripping social dilemmas, puzzling everyday experiences, and advertisements about product quality and value. By providing opportunities for students to answer questions and investigate claims through laboratory, field, and mathematical experiences, the modules emphasize the importance of student hands-on experimentation and scientific modeling as avenues to scientific literacy. But what happens when students are confronted with science-related questions or claims that cannot be explored solely through experimentation and traditional scientific modeling? Using the advertiser claim that "All Drivers Should Be Riding on Nitrogen-Filled Tires" as a focal point of discussion, I illuminate in this paper how experimentation, modeling, and persuasion analysis are all useful tools for building scientific literacy.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2011/4