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Science teachers' inspiration for teaching socio-scientific issues: Disconnection with reform efforts

Title
Science teachers' inspiration for teaching socio-scientific issues: Disconnection with reform efforts
Authors
Lee H.Witz K.G.
Ewha Authors
이현주
SCOPUS Author ID
이현주scopus
Issue Date
2009
Journal Title
International Journal of Science Education
ISSN
0950-0693JCR Link
Citation
vol. 31, no. 7, pp. 931 - 960
Indexed
SSCI; SCOPUS WOS scopus
Abstract
The need for the inclusion of socio-scientific issues (SSI) into science curricula has been generally accepted, but relatively few science teachers have incorporated SSI into their courses. Most science teachers feel that their most important task by far is to teach the principles of science, and any substantive pedagogical changes represent a burden. Reformers and researchers often point out science teachers' lukewarm reactions to the reforms as a major barrier for educational changes but pay little attention to teachers' deeper values and inspirations. However, there are some teachers who address SSI out of their own personal initiative. Detailed case studies of four such teachers showed that although the teachers were aware of Science, Technology, Society or other reform efforts, they developed their own thrust and materials for SSI based on their own values, ideals, philosophies and personal concerns. This suggests that the current curriculum reforms (Science, Technology, Society, SSI, and Nature of Science) tend to suggest theoretical ideals, but do not effectively connect with teachers' deeper values and ideals. © 2009 Taylor & Francis.
DOI
10.1080/09500690801898903
Appears in Collections:
사범대학 > 과학교육과 > Journal papers
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