Education for the '80's - And Beyond the Socio-Scientific Reasoning Model.

Autor/in	Iozzi, Louis A.
Titel	Education for the '80's - And Beyond the Socio-Scientific Reasoning Model.
Quelle	(1979), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Behavioral Science Research; Cognitive Development; Curriculum Development; Decision Making; Educational Philosophy; Educational Research; Educational Theories; Futures (of Society); Higher Education; Literature Reviews; Models; Moral Development; Moral Values; Problem Solving; Productive Thinking; Psychology; Sciences; Secondary Education + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Decision-making; Entscheidungsfindung; Bildungsphilosophie; Erziehungsphilosophie; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Future; Society; Zukunft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Moralische Entwicklung; Moral value; Ethischer Wert; Problemlösen; Produktives Denken; Psychologie; Science; Wissenschaft; Sekundarbereich
Abstract	Research and theories by psychologists Jean Piaget, Lawrence Kohlberg, and Robert Selman on problem solving, decision making, moral development, and critical-thinking skills are reviewed. These theories and research are combined with the author's theories to develop an original decision-making model, namely, the socio-scientific model. The model incorporates problem solving with the social and moral/ethical concerns of decision making. The major objective of the model is to aid educators as they develop educational materials which lead students to higher levels of thinking and reasoning. The basic assumption of this model is that effective problem solving for the future requires simultaneous development in the realms of logical reasoning, social role taking, and moral/ethical reasoning. To apply the model, educators must identify learning experiences appropriate for students at different grade levels, with differing abilities and needs. Activities are suggested for various stages of the model including classroom dilemma discussion, critical analysis, and evaluation of data. The conclusion is that the socio-scientific model is a good way to encourage productive decision making with regard to probable future conflicts. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC