A theory of curricular approaches to the teaching of socio-scientific issues
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Alexandria (Florianópolis) |
Texto Completo: | https://periodicos.ufsc.br/index.php/alexandria/article/view/37427 |
Resumo: | Using Ziman‟s model of the interface between science, technology and society, five models are derived from the Scientific Literacy literature to characterize the teaching of socio-scientific issues to high school students. Six indicators are developed to illustrate the characteristics of the models: the nature of the hierarchy of relationships between scientists, teachers and students; the source of knowledge; epistemology; distribution of knowledge in contending participants; nature of pedagogy and assessment. The models differ substantively in their view of the authority of the role of science in society ranging from deficit to collective praxis but it is argued that each model has a pedagogic purpose within a specific social context and that an epistemological thread runs through the five models. |
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A theory of curricular approaches to the teaching of socio-scientific issuesUsing Ziman‟s model of the interface between science, technology and society, five models are derived from the Scientific Literacy literature to characterize the teaching of socio-scientific issues to high school students. Six indicators are developed to illustrate the characteristics of the models: the nature of the hierarchy of relationships between scientists, teachers and students; the source of knowledge; epistemology; distribution of knowledge in contending participants; nature of pedagogy and assessment. The models differ substantively in their view of the authority of the role of science in society ranging from deficit to collective praxis but it is argued that each model has a pedagogic purpose within a specific social context and that an epistemological thread runs through the five models.Universidade Federal de Santa Catarina2008-03-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/37427Alexandria: Revista de Educação em Ciência e Tecnologia; v. 1 n. 1 (2008); 133-1511982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/37427/28748Copyright (c) 2008 Alexandria: Revista de Educação em Ciência e Tecnologiainfo:eu-repo/semantics/openAccessLevinson, Ralph2019-03-22T15:50:19Zoai:periodicos.ufsc.br:article/37427Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2019-03-22T15:50:19Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
A theory of curricular approaches to the teaching of socio-scientific issues |
title |
A theory of curricular approaches to the teaching of socio-scientific issues |
spellingShingle |
A theory of curricular approaches to the teaching of socio-scientific issues Levinson, Ralph |
title_short |
A theory of curricular approaches to the teaching of socio-scientific issues |
title_full |
A theory of curricular approaches to the teaching of socio-scientific issues |
title_fullStr |
A theory of curricular approaches to the teaching of socio-scientific issues |
title_full_unstemmed |
A theory of curricular approaches to the teaching of socio-scientific issues |
title_sort |
A theory of curricular approaches to the teaching of socio-scientific issues |
author |
Levinson, Ralph |
author_facet |
Levinson, Ralph |
author_role |
author |
dc.contributor.author.fl_str_mv |
Levinson, Ralph |
description |
Using Ziman‟s model of the interface between science, technology and society, five models are derived from the Scientific Literacy literature to characterize the teaching of socio-scientific issues to high school students. Six indicators are developed to illustrate the characteristics of the models: the nature of the hierarchy of relationships between scientists, teachers and students; the source of knowledge; epistemology; distribution of knowledge in contending participants; nature of pedagogy and assessment. The models differ substantively in their view of the authority of the role of science in society ranging from deficit to collective praxis but it is argued that each model has a pedagogic purpose within a specific social context and that an epistemological thread runs through the five models. |
publishDate |
2008 |
dc.date.none.fl_str_mv |
2008-03-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/alexandria/article/view/37427 |
url |
https://periodicos.ufsc.br/index.php/alexandria/article/view/37427 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/alexandria/article/view/37427/28748 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2008 Alexandria: Revista de Educação em Ciência e Tecnologia info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2008 Alexandria: Revista de Educação em Ciência e Tecnologia |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
dc.source.none.fl_str_mv |
Alexandria: Revista de Educação em Ciência e Tecnologia; v. 1 n. 1 (2008); 133-151 1982-5153 reponame:Alexandria (Florianópolis) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Alexandria (Florianópolis) |
collection |
Alexandria (Florianópolis) |
repository.name.fl_str_mv |
Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
|
_version_ |
1798313452183224320 |