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  • Science as a Human Endeavour: Outlining Scientific Literacy and Rethinking Why We Teach Science

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    Author(s)
    Sammel, Alison
    Griffith University Author(s)
    Sammel, Alison J.
    Year published
    2014
    Metadata
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    Abstract
    What does it mean to be scientifically literate? Historically, dominant understandings of scientific literacy focus on science content acquisition. However, new understandings imply more genuine and authentic interactivity between science content knowledge/skills and understanding the economic, sociocultural, religious, ecological, ideological, political and temporal connections upon which the science is based: this is the task of Science as a Human Endeavour. This paper presents a snapshot of what Science as a Human Endeavour is, its purpose and factors to consider. Science as a Human Endeavour doesn't just necessitate that ...
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    What does it mean to be scientifically literate? Historically, dominant understandings of scientific literacy focus on science content acquisition. However, new understandings imply more genuine and authentic interactivity between science content knowledge/skills and understanding the economic, sociocultural, religious, ecological, ideological, political and temporal connections upon which the science is based: this is the task of Science as a Human Endeavour. This paper presents a snapshot of what Science as a Human Endeavour is, its purpose and factors to consider. Science as a Human Endeavour doesn't just necessitate that we change our teaching practices: it forces us to rethink the teaching and learning of science and the reason why we are doing it.
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    Journal Title
    Creative Education
    Volume
    5
    Issue
    10
    DOI
    https://doi.org/10.4236/ce.2014.510098
    Copyright Statement
    © 2014 The authors and SciRes. This is an Open Access article distributed under the terms of the Creative Commons Attribution 3.0 Unported (CC BY 3.0) License (http://creativecommons.org/licenses/by/3.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
    Subject
    Science, Technology and Engineering Curriculum and Pedagogy
    Education
    Publication URI
    http://hdl.handle.net/10072/65153
    Collection
    • Journal articles

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