Fostering Scientific Literacy and Critical Thinking in Elementary Science Education

Autor/inn/en	Vieira, Rui Marques; Tenreiro-Vieira, Celina
Titel	Fostering Scientific Literacy and Critical Thinking in Elementary Science Education
Quelle	In: International Journal of Science and Mathematics Education, 14 (2016) 4, S.659-680 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-014-9605-2
Schlagwörter	Scientific Literacy; Critical Thinking; Learning Experience; Elementary School Students; Teaching Methods; Science Education; Science and Society; Grade 6; Skill Development + Suchen Sie Ihr Suchwort? Kritisches Denken; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; School year 06; 6. Schuljahr; Schuljahr 06; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Scientific literacy (SL) and critical thinking (CT) are key components of science education aiming to prepare students to think and to function as responsible citizens in a world increasingly affected by science and technology (S&T). Therefore, students should be given opportunities in their science classes to be engaged in learning experiences that promote SL and CT, which may trigger the need to build and develop knowledge, attitudes/values, thinking abilities, and standards/criteria in an integrated way, resulting in their ability to know how to take responsible action in contexts and situations of personal and social relevance. This paper reports on a study to design, implement, and assess science learning experiences focused on CT toward SL goal. Results support the conclusion that the learning experiences developed and implemented in a grade 6 science classroom had a significant influence on the students' CT and SL. Within this elementary school context, the theoretical framework used appears to be a relevant and practical aid for developing learning experiences that promote CT/SL and in supporting teaching practices that are more in line with the goals of critical scientific literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01