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ERIC Number: EJ948724
Record Type: Journal
Publication Date: 2011-Dec
Pages: 25
Abstractor: As Provided
Reference Count: 96
ISSN: ISSN-1571-0068
Societal Issues and Their Importance for Contemporary Science Education--A Pedagogical Justification and the State-of-the-Art in Israel, Germany, and the USA
Hofstein, Avi; Eilks, Ingo; Bybee, Rodger
International Journal of Science and Mathematics Education, v9 n6 p1459-1483 Dec 2011
One common theme underlying recent reports on science education is that the content of school science and its related pedagogical approaches are not aligned with the interests and needs of both society and the majority of the students. Most students do not find their science classes interesting and motivating. These claims are especially valid regarding those students who, in the future, will probably not embark on a career in science or engineering but will need science and technology personally and functionally as literate citizens. One key problem seems to be that few science programs around the world teach how science is linked to those issues that are relevant to students' life, environment, and role as a citizen. As a result, many students are unable to participate in societal discussions about science and its related technological applications. This paper discusses the need to incorporate socioscientific ideas into the science curricula more thoroughly. This recommendation is supported by a theoretical rationale from various sources leading to a reflection about common practices in science education in three countries: Israel, Germany, and the USA. The state-of-the-art, potentials, and barriers of effective implementation are discussed.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany; Israel; United States