المؤلفون: Pierre Benz (ORCID 0000-0003-1672-7311), Felix Bühlmann (ORCID 0000-0003-3189-0600)

المصدر: Minerva: A Review of Science, Learning and Policy. 2024 62(2):229-251.

Peer Reviewed: Y

Page Count: 23

Descriptors: Evolution, Biology, Biological Sciences, Science and Society, Biodiversity, Climate, Health, Diseases, Power Structure, Epistemology, Conflict, Science History, Foreign Countries, Resource Allocation, Science Education, Global Approach, Expertise

مصطلحات جغرافية: Switzerland

مستخلص: The past decade has been marked by a series of global crises, presenting an opportunity to reevaluate the relationship between science and politics. The biological sciences are instrumental in understanding natural phenomena and informing policy decisions. However, scholars argue that current scientific expertise often fails to account for entire populations and long-term impacts, hindering efforts to address issues such as biodiversity loss, global warming, and pandemics. This article explores the structural challenges of integrating an evolutionary perspective, historically opposed to functional determinants of health and disease, into current biological science practices. Using data on Swiss biology professors from 1957, 1980, and 2000, we examine the structural power dynamics that have led to the division between these competing epistemologies, and how this division has influenced resource allocation and career trajectories. Our analysis suggests that this cleavage presents a significant obstacle to achieving fruitful reconciliations, and that increased academicization and internationalization may benefit functional biologists at the expense of evolutionary biologists. While evolutionary biologists have gained symbolic recognition in recent years, this has not translated into valuable expertise in the political domain.

Abstractor: As Provided

المؤلفون: Klopfer, Leo E., Aikenhead, Glen S. (ORCID 0000-0003-2293-347X)

المصدر: Science Education. May 2022 106(3):490-504.

Peer Reviewed: Y

Page Count: 15

Descriptors: Humanistic Education, Science Education, Educational History, Science History, History Instruction, Science and Society, High School Students, Secondary School Science

مستخلص: This article offers a retrospective synopsis of 70 years of development of a humanistic approach to science education. Instruction using the history of science, for example, provides a rich context for students to learn not only canonical science content on a need-to-know basis, but also content from the other domains of humanistic science education, including: the nature of science and scientists, cultural studies, and the multifarious interplay between science/scientists and society. The synopsis leads to the conclusion that instructional materials and student assessment tools developed earlier for teaching the history of science are relevant today. Science--technology--society--environment and socioscientific issues, two of the present six domains of humanistic school science, are given special attention. An example of their teaching materials is described, which illustrates in detail how to organize lessons or units particularly suited for the substantial majority of high school students who would not enroll in any current science classes if not required for graduation. Trends suggested for the future are based on shifts in current global economics.

Abstractor: As Provided

المؤلفون: Zhang, Meifang, Liu, Bing

المصدر: Science & Education. Dec 2021 30(6):1473-1490.

Peer Reviewed: Y

Page Count: 18

Descriptors: Foreign Countries, Benchmarking, Scientific Literacy, Science and Society, Social Change, Development, Asian Culture, Science History, Science Education

مصطلحات جغرافية: China

مستخلص: The study investigates in the Benchmark for Scientific Literacy of Chinese Citizens. The background of issuing the Benchmark, its procedure, and contents are analyzed; the key for analysis revolves around the huge debate triggered by the Benchmark on Chinese internet. The debate can be traced to historical discussions in China, regarding the relation between science and humanity, the boundary of science, and the goals for science education. We recognize that in the anxiety for modernization since 1840s in China, the gap between science and humanity studies persists; scientism still dominates the dialogue. Instead, we value pluralism in science and scientific literacy, and emphasize locality as a framework in understanding and assessing traditional Chinese knowledge and practices, including yin-yang theory, the five phases theory, and feng shui. We propose that good science education aims at eliminating scientism, enriching public understandings on the history of science, the culture, and philosophy of science.

Abstractor: As Provided

المؤلفون: Moura, Cristiano B. (ORCID 0000-0001-7136-634X), Nascimento, Matheus Monteiro, Lima, Nathan Willig

المصدر: Science & Education. Jun 2021 30(3):501-525.

Peer Reviewed: Y

Page Count: 25

Descriptors: Science Education, Science and Society, COVID-19, Pandemics, Politics, Science History, Foreign Countries, Case Studies, Educational Research, Philosophy, Social Problems

مصطلحات جغرافية: Brazil

مستخلص: Our purpose in this article is to discuss the roles for HPSS in Science Education considering the crisis of COVID-19, as well as to think what Science Education could look like beyond the pandemic. Considering the context of a pandemic as a starting point, we defend in this article the thesis that contours of public controversy involving COVID-19 bring elements that allow us to argue that Science Education needs to embrace perspectives that highlight politics as co-constitutive of science, and not in a subsidiary role to it. To defend this thesis, we begin with a theoretical framework based on arguments of science studies and from exemplary cases from history of science. Then, we analyze some of the public controversies surrounding COVID-19, in its most central aspects, trying to interpret how intertwining between science and politics took place. Brazilian case is analyzed in more details. Finally, based on educational scholarship and considering the previous discussions, we propose some implications for Science Education research and practices, both concerning the role of HPSS in its teaching and discussing critically boundaries of this research field.

Abstractor: As Provided

المؤلفون: Moura, Cristiano B. (ORCID 0000-0001-7136-634X), Nascimento, Matheus Monteiro, Lima, Nathan Willig

المصدر: Science & Education. Jun 2021 30(3):501-525.

Peer Reviewed: Y

Page Count: 25

Descriptors: Science Education, History, Sciences, Sociology, Science and Society, Science History, Role of Education, Public Policy, COVID-19, Pandemics, Disease Control, Foreign Countries

مصطلحات جغرافية: Brazil

مستخلص: Our purpose in this article is to discuss the roles for HPSS in Science Education considering the crisis of COVID-19, as well as to think what Science Education could look like beyond the pandemic. Considering the context of a pandemic as a starting point, we defend in this article the thesis that contours of public controversy involving COVID-19 bring elements that allow us to argue that Science Education needs to embrace perspectives that highlight politics as co-constitutive of science, and not in a subsidiary role to it. To defend this thesis, we begin with a theoretical framework based on arguments of science studies and from exemplary cases from history of science. Then, we analyze some of the public controversies surrounding COVID-19, in its most central aspects, trying to interpret how intertwining between science and politics took place. Brazilian case is analyzed in more details. Finally, based on educational scholarship and considering the previous discussions, we propose some implications for Science Education research and practices, both concerning the role of HPSS in its teaching and discussing critically boundaries of this research field.

Abstractor: As Provided

المؤلفون: Gandolfi, Haira Emanuela (ORCID 0000-0002-5789-0169)

المصدر: Journal of Research in Science Teaching. Apr 2021 58(4):551-588.

Peer Reviewed: Y

Page Count: 38

Descriptors: Global Approach, Scientific Principles, Science History, Science Education, Secondary School Science, National Curriculum, Scientific Literacy, Science and Society, Secondary School Students, Grade 8, Early Adolescents, Foreign Countries, Public Schools

مصطلحات جغرافية: United Kingdom (London)

مستخلص: This article describes a teaching experience at an year 8 classroom (students aged 12-13) in a state secondary school in London, UK that aimed at widening learning about nature of science (NOS) with the input from the field of Global History of Science (HOS), which looks at science as a product of material and cognitive exchanges, appropriations and collaborations. Teaching and learning plans (TLPs) informed by this historical framework were developed by the researcher and one science teacher to integrate NOS teaching into fours topics from the national science curriculum in England (Medicines, Magnetism, Evolution, and Earth's resources). These TLPs were taught by the participant teacher to his year 8 classroom (26 boys and girls of mixed-abilities) throughout one school year, and the researcher investigated the impact of the global HOS framework on widening students' views about NOS. Data were collated with the help of students' NOS diaries, group mind maps, classroom observations, and an open-ended NOS questionnaire applied at the start and end of the school year, complemented by participant students' grades in their end-of-year exam. Main findings point to the widening of participant students' views about NOS and, more specifically, about underexplored relevant social-institutional aspects of scientific development, such as diversity and intercultural collaborations and exchanges, exploitation of natural resources, financial, ethical, and political aspects around scientific work. Students were also generally successful in re-applying NOS ideas explored in one TLP to other TLPs and scientific contexts, hinting to the importance of employing overarching narratives (such those promoted by Global HOS), linking different scientific development, when planning the integration of NOS into the school science. Results also show that NOS was integrated into content teaching without negative effects in students' exam grades.

Abstractor: As Provided

المؤلفون: Bang, Lars (ORCID 0000-0003-3491-484X)

المصدر: Cultural Studies of Science Education. Sep 2018 13(3):807-822.

Peer Reviewed: Y

Page Count: 16

Descriptors: Scientific Literacy, Democracy, Citizenship, Science and Society, Educational History, Science History, Epistemology, Science Education

مستخلص: This paper explores the concept of scientific literacy through its relation to democracy and citizenship. Scientific literacy has received international attention in the twenty-first century as demonstrated by the Programme for International Student Assessment survey of 2006. It is no longer just a concept but has become a stated and testable outcome in the science education research community. This paper problematizes the 'marriage' between scientific literacy and democracy, particularly the idea that scientific literacy is a presupposed necessity to proper citizenship and awareness of the role of science in modern society. A perusal of the science education literature can provide a history of scientific literacy, as it exists as a research category. Through Gilles Deleuze's notion of the Dogmatic Image of Thought and its relation to a Spinozist understanding of individuation/Becoming, it is argued that scientific literacy is not a recent invention and is problematic in its relation to democracy. This article is thus intended to act more as vehicle to move, stimulate and dramatize thought and potentially reconceptualise scientific literacy, than a comprehensive historical analysis. The concept of scientific literacy has undergone specific transformations in the last two centuries and has been enacted in different manifestations throughout modernity. Here the analysis draws upon Deleuze's reading of Michel Foucault and the notion of the Diagram related to Foucault's oeuvre, and is specifically using Foucault's notion of rationalities as actualized threads or clusters of discourse. The obvious link between science and democracy is an effect of specific rationalities within the epistemological field of science, rather than intrinsic, essential characteristics of science or scientific literacy. There is nothing intrinsic in its function for democracy. Through a case study of the work of Charles W. Eliot and Herbert Spencer and the modern enactment of scientific literacy in contemporary science education, this paper shows the cultural and historical contingencies on which the relation between scientific literacy and democracy has been constructed through a rationality this article calls the Man of Science. The mythical "Ouroboros" will be used as a Fresh Image of Thought to explore the movements and folds within the discursive formation of Scientific Literacy, the rationality of the Man of Science, and their relation to democracy.

Abstractor: As Provided

المؤلفون: Milanovic, Vesna D. (ORCID 0000-0002-6765-5031), Trivic, Dragica D. (ORCID 0000-0001-8511-4354)

المصدر: Chemistry Education Research and Practice. Oct 2017 18(4):549-558.

Peer Reviewed: Y

Page Count: 10

Descriptors: Science Education, Secondary School Science, Secondary School Students, Chemistry, Scientific Concepts, Science Instruction, Instructional Effectiveness, Grade 8, Hypothesis Testing, Pretests Posttests, Science Tests, Scores, Teaching Methods, Scientific Research, Science History, Relevance (Education), Science and Society, Statistical Significance, Foreign Countries

مصطلحات جغرافية: Serbia

مستخلص: The aim of this research was to explore the effects of two approaches, designated as the historical and the contemporary one, on the level of students' understanding of the properties and the practical use of gases. Our research hypothesis was that the historical context of the discovery of gases and the study of their properties would deepen students' understanding of the properties and the practical use of gases more than the contemporary context. A total of 129 students attending the eighth grade of primary school, aged 14, took part in the research project. After taking a pre-test, the students were divided into two groups (A and B respectively), equal in terms of their test scores. Group A (63 students) was exposed to the historical approach, whereas group B (66 students) was exposed to the contemporary approach. The students from group A individually dealt with a text that presented various episodes from the scientific-research work of Joseph Priestley, whereas the students from group B dealt with a text pertaining to the properties and the use of gases in contemporary society. Having been exposed to different approaches, all the students did a post-test. No statistically significant difference was established between the overall results of the students who had been exposed to the historical approach and those exposed to the contemporary approach, and the research hypothesis was rejected. However, one statistically significant better score in one of the post-test items in group A may be connected with the influence of the corresponding episode from the history of science.

Abstractor: As Provided

المؤلفون: Cwiklinski, Ann, ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH.

Peer Reviewed: N

Page Count: 6

Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.

Descriptors: Books, Educational Change, Educational Resources, Elementary Secondary Education, Mathematics Education, Science and Society, Science Education, Science History, Scientific Literacy, Technology Education

مستخلص: Many teachers accept science literacy as an important goal for K-12 education; however, those without a strong background in science, mathematics, and technology may be unsure of how to teach important ideas from these fields to their students. As part of its comprehensive effort to reform K-12 education, Project 2061 of the American Association for the Advancement of Science (AAAS) has begun to address this problem by developing a database of trade books on topics central to science literacy. The database is designed to help teachers better understand a specific set of learning goals for their students by linking directly to recommendations in Science for All Americans (SFAA), a report that includes a set of recommendations about what scientifically literate citizens should know and be able to do. This digest describes the database and lists trade books identified as providing reliable information on ideas central to scientific literacy. The books are grouped according to the chapters in SFAA to which they correspond: (1) The Nature of Science: (2) The Nature of Mathematics; (3) The Nature of Technology; (4) The Physical Setting; (5) The Living Environment; (6) The Human Organism; (7) Human Society; (8) The Designed World; (9) The Mathematical World; (10) Historical Perspectives; (11) Common Themes; and (12) Habits of the Mind. Internet resources are also included. (JRH)

المؤلفون: National Academy of Sciences - National Research Council, Washington, DC.

Peer Reviewed: N

Page Count: 91

Descriptors: Biology, Decision Making, Elementary School Science, Elementary Secondary Education, Inquiry, Learning Theories, Physical Sciences, Problem Solving, Science and Society, Science Curriculum, Science Education, Science History, Science Teachers, Scientific Concepts, Scientific Literacy, Secondary School Science, Standards, Teacher Education

مستخلص: The National Research Council is coordinating the development of national standards for science education in grades K through 12. By the fall of 1994, National Science Education Standards will be completed and published. The standards will contain narrative descriptions of what all students should be able to do to engage and understand the natural world. The standards will address science curriculum, teaching, and assessment and will represent the consensus of teachers and other science educators, scientists, and the general public. The following chapters are included; (1) "Introduction"; (2) "Taking Up the Challenge"; (3) "A Framework for the Content Standards"; (4) "Fundamental Understandings and Prototype Standards for the Physical Sciences"; (5) "Fundamental Understandings for the Life Sciences"; (6) "Nature of Science"; (7) "Application of Science"; and (8) "Context of Science." (PR)