Taking scientific literacy seriously as a curriculum aim

dc.creator	Robin MILLAR
dc.date	2008-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:10:30Z
dc.date.available	2015-07-20T22:10:30Z
dc.identifier	1609-4913
dc.identifier	https://doaj.org/article/e4e5ae12d832491f9e323d70b0bc4396
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13673
dc.description	In many countries, there is concern about the engagement of young people with science. Fewer are choosing to study science, particularly the physical sciences, in upper secondary school and at university level (for data on the UK situation, see Roberts (2002); for a European perspective, see European Commission (2004)). Across the years of secondary schooling when science is a compulsory subject, research studies from a range of countries show a decline in students’ attitudes towards school science (Bennett, 2003). Many say that they find science difficult, dull and not relevant to their needs or interests. In the ROSE (Relevance of Science Education) Project survey, a majority of students in developed industrial countries indicated that they like science less than other school subjects, and relatively few aspire to careers in science (Sjøberg & Schreiner, 2005). Many students agree that science is important, but feel it is ‘not for them’ (Jenkins & Nelson, 2006). The ROSE data show a strong negative correlation between a country’s level of development (using the United National Human Development Index) and the average ratings given by students from that country to positive statements about school science and about future careers in science. Sjøberg and Schreiner suggest that this indicates a mismatch between the image of science presented in school science courses and young people’s sense of identity in the modern world. Whether or not we accept this interpretation, it seems clear from the evidence of many studies and reports in many countries that we need a fundamental reappraisal of the way we present science as a subject within the school curriculum.
dc.language	English
dc.language	Chinese
dc.publisher	Hong Kong Institute of Education
dc.relation	http://www.ied.edu.hk/apfslt/v9_issue2/foreword/
dc.relation	https://doaj.org/toc/1609-4913
dc.source	Asia-Pacific Forum on Science Learning and Teaching, Vol 9, Iss 2, p FOREWORD (2008)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Taking scientific literacy seriously as a curriculum aim
dc.type	article