Personal Health--Personalized Science: A New Driver for Science Education?

Autor/in	Roth, Wolff-Michael
Titel	Personal Health--Personalized Science: A New Driver for Science Education?
Quelle	In: International Journal of Science Education, 36 (2014) 9, S.1434-1456 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.807447
Schlagwörter	Science Education; Health Education; Phenomenology; Obesity; Environmental Education; Health Conditions; Environmental Influences; Fatigue (Biology); Chronic Illness + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Phenomenological psychology; Phänomenologie; Psychologie; Adipositas; Umweltbildung; Umwelterziehung; Umweltpädagogik; Environmental influence; Umwelteinfluss; Fatigue; Ermüdung; Chronic disease; Chronische Krankheit
Abstract	Since the 1950s, originating with and driven by the Sputnik shock, there have been tremendous efforts to improve science education. Over the past two decades, the initial focus on science content has been abandoned, at least among many science education researchers, in favor of socio-scientific issues. Yet even this social turn does not appear to make much difference, as scores of students continue to be turned off in/by school science. In this contribution, based on a first-person (phenomenological) investigation, I suggest why and under which condition health and environment may constitute suitable contexts for (also) teaching science. I conclude that more than content and approach (science) educators need to reconsider the very structure of schooling, which may be the real problem in making learning an authentic endeavor. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10