Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science

Autor/in	Glaze, Amanda L.
Titel	Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science
Quelle	In: Education Sciences, 8 (2018), Artikel 12 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Glaze, Amanda L.)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Teaching Methods; Learning Processes; Scientific Literacy; Science Instruction; Educational Objectives; Higher Education; Knowledge Level; Scientific Concepts; Teacher Role; College Faculty; College Students; Futures (of Society) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Educational objective; Bildungsziel; Erziehungsziel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wissensbasis; Lehrerrolle; Fakultät; Collegestudent; Future; Society; Zukunft
Abstract	It is widely agreed upon that the goal of science education is building a scientifically literate society. Although there are a range of definitions for science literacy, most involve an ability to problem solve, make evidence-based decisions, and evaluate information in a manner that is logical. Unfortunately, science literacy appears to be an area where we struggle across levels of study, including with students who are majoring in the sciences in university settings. One reason for this problem is that we have opted to continue to approach teaching science in a way that fails to consider the critical assumptions that faculties in the sciences bring into the classroom. These assumptions include expectations of what students should know before entering given courses, whose responsibility it is to ensure that students entering courses understand basic scientific concepts, the roles of researchers and teachers, and approaches to teaching at the university level. Acknowledging these assumptions and the potential for action to shift our teaching and thinking about post-secondary education represents a transformative area in science literacy and preparation for the future of science as a field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01