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SCE 4330/SCE 6366: TEACHING SECONDARY SCIENCE

SCE 4330/SCE 6366: TEACHING SECONDARY SCIENCE. Unit 1 Introduction. Scientific Literacy Prior Conceptions or Naïve Theories Constructivism. Big Ideas (page 1, class text).

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SCE 4330/SCE 6366: TEACHING SECONDARY SCIENCE

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  1. SCE 4330/SCE 6366: TEACHING SECONDARY SCIENCE Unit 1 Introduction

  2. Scientific Literacy Prior Conceptions or Naïve Theories Constructivism Big Ideas (page 1, class text)

  3. Douglas Roberts and others include two terms “Scientific Literacy” and “Science Literacy,” abbreviated together as SL in context of studying/defining Scientific Literacy. • Other terms include: scientific culture, public understanding of science, and public engagement in science • Two curriculum sources: science subject matter itself and situations in which science can legitimately be seen to play a role in other human affairs • Vision I – thorough knowledgeability within science • Vision II – read through knowledgeability about science-related situations (where considerations other than science have an important place at the table) • One view consistent within all definitions, everyone agrees that students can’t be scientifically literate if they don’t know any science subject matter.

  4. One helpful conceptualization of SL (Bybee, 2005). Scientific literacy refers to an individual’s: Scientific knowledge and use of that knowledge to identify questions, to acquire new knowledge, to explain scientific phenomena, and to draw evidence-based conclusions about science-related issues; Understanding of the characteristic features of science as a form of human knowledge and enquiry; Awareness of how science and technology shape our material, intellectual, and cultural environments; and Willingness to engage in science-related issues, and with ideas of science, as a reflective citizen.

  5. Selected Resources (2nd class) • Roberts, D. A. (2007). Scientific literacy/science literacy. In Handbook of Research on Science Education, S. A. Abell & N. G. Lederman (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers, pages 729-780. • Scott, P., Asoko, H., & Leach, J. (2007). Student conceptions and conceptual learning in science. In Handbook of Research on Science Education, S. A. Abell & N. G. Lederman (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers, pages 31-56. • Novak, J. D., & Gowin, D. B. (1984). Learning How to Learn. Cambridge University Press. 199 pages.

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