Understanding the Challenges of Science Education in the 21st Century: New Opportunities for Scientific Literacy

McFarlane, Donovan A.

doi:10.18052/www.scipress.com/ILSHS.4.35

ILSHS > ILSHS Volume 4 > Understanding the Challenges of Science Education...

< Back to Volume

Understanding the Challenges of Science Education in the 21^st Century: New Opportunities for Scientific Literacy

Full Text PDF

Abstract:

This essay examines the challenges of science education in the 21^st century with regard to social, cultural, economic, political and pedagogical issues impacting and influencing instructional methodology and understanding of the role of science education as it affects individual, social organizational and societal progress and functions. Drawing upon some strong practical, philosophical, and pedagogical-methodological and theoretical ideas and propositions from Hodson, as espoused in his book Looking to the Future: Building a Curriculum for Social Activism, the author essentially responds to this extremely rich scholarly volume in scientific literacy, philosophy, and history by supporting Hodson’s advocacy of an action-oriented and issues-based curriculum as the key to renewing and activating scientific literacy to increase students’ performance and national competitiveness in the global economy. The author extricates from literature, not only strong rationale for the renewal and transformational of science education in terms of perspective and approach, but also takes a critical approach in examining some of Hodson’s contentions regarding strategies in confronting socioscientifc issues as major pathways to the teaching and learning of science. The author examines problems, challenges, and the new opportunities that have emerged and are emerging in contemporary environmental, social, cultural and political contexts for science education to experience transformation in several ways: as a field of study, as an applied body of knowledge, as a way of living and as a competitive tool and strategy important to national goals and posterity.

Info:

Periodical:

International Letters of Social and Humanistic Sciences (Volume 4)

Pages:

35-44

DOI:

https://doi.org/10.18052/www.scipress.com/ILSHS.4.35

Citation:

D. A. McFarlane, "Understanding the Challenges of Science Education in the 21^st Century: New Opportunities for Scientific Literacy", International Letters of Social and Humanistic Sciences, Vol. 4, pp. 35-44, 2013

Online since:

September 2013

Authors:

Donovan A. McFarlane

Keywords:

Action-Oriented, Curriculum, Environmental Problems, Globalization, Issues-Based Curriculum, Mono-Methodology, Nature of Science (NOS), Nature of Technology (NOT), Philosophy of Science (POS), Science Education, Scientific Literacy, Social Activism, Socio-Scientific Issue (SSI)

Export:

RIS, BibTeX, Text

Distribution:

Open Access

This work is licensed under a
Creative Commons Attribution 4.0 International License

References:

Abell S. K., Lederman N. G. (Eds. ), Handbook of research on science education. Mahwah, NJ: Lawrence Erlbaum Associates, (2007).

Ash D., Klein C., Inquiry in the informal learning environment. In J. Minstrell & E. H. van Zee (Eds. ), Inquiring into Inquiry Learning in Science, 2000, pp.216-240, Washington, D. C: American Association for the Advancement of Science.

Bailey S., Watson R., International Journal of Science Education 20(2) (1998) 139-152.

Barraza L., Environmental Education Research 5(1) (1999) 49-66.

Barrett M. J., Participatory pedagogy in environmental education: Reproduction or disruption? In A. Reid, B. B. Jensen, J. Nikel, V. Simovsla (Eds. ), Participation and learning: Perspective on education and the environment, health and, New York: Springer, 2008, pp.212-224.

Bartholomew H., Osborne J., Ratcliffe M., Science Education 88(5) (2004) 655-682.

Baskaran A., Boden R., Globalization and the commodification of science. In M. Muchie, & X. Li (Eds. ), Globalization, inequality and the commodification of life and well-being, London: Adonis & Abbey, 2006, pp.42-72.

Bell B., Gilbert J., Teacher development: A model from science education. London: Falmer Press, (1996).

Bencze J. L., Alsop S., Bowen G. M., Journal of Activist Science and Technology Education 1(2) (2009) 78-112.

Berland L. K., McNeill K. J., Science Education 94(5) (2010) 765-793.

Berry L., Loughran J., van Driel J. H., International Journal of Science Education 30(10) (2008) 1271-1279.

Birdsall S., Australian Journal of Environmental Education 26 (2010) 65-84.

Braund M., Reiss M. (Eds. ), Learning science outside the classroom, London: RoutledgeFalmer, (2004).

Carter L., Journal of Activist Science & Technology Education 1(1) (2009) 57-60.

Cheek D. W., Think constructively about science, technology, ands society education. Albany, NY: State University of New York Press, (1992).

Cobern W., Science & Education 4(3) (1995) 287-302.

Glod M., U.S. Teens Trail Peers Around World on Math-Science Test. The Washington Post, Wednesday, December 5, 2007. Retrieved from http: /www. washingtonpost. com/wp- dyn/content/article/2007/12/04/AR2007120400730. html.

Gundle-Krieg D., US students rank 11th in Science, 9th in Math: should we go back to basics? Education Examiner, February 25, 2009. Retrieved from http: /www. examiner. com/education-in-national/us-students-rank-11th-science-9thmath-should-we-go-back-to-basics.

Hodson D., Looking to the Future: Building a Curriculum for Social Activism, Rotterdam, The Netherlands: Sense Publishers, (2011).

Hodson D., International Journal of Science Education 25(6) (2003) 645-670.

Paulson A., New report ranks U.S. teens 29th in science worldwide: Why this information could be a useful tool in improving science education. The Christian Science Monitor, December 5, 2007. Retrieved from http: /www. csmonitor. com/2007/1205/p02s01-usgn. html.

Ratcliffe M., Pedagogical content knowledge for teaching concepts of the nature of science, 2011. Retrieved from www. mennta. hi. is/malthing_radstefnur/symposium9/.. /nfsun9_submission_5. doc.

Thomas G., Durant J., Why should we promote the public understanding of science? In M. Shortland (Ed. ), Scientific literacy papers, 1987, pp.1-14.

Show More Hide

Cited By:

[1] D. Song, A. Karimi, P. Kim, "A Remotely Operated Science Experiment framework for under-resourced schools", Interactive Learning Environments, Vol. 24, p. 1706, 2016

DOI: https://doi.org/10.1080/10494820.2015.1041407

[2] C. Guo, M. Chiu, Science Education Research and Practice in Asia, p. 175, 2016

DOI: https://doi.org/10.1007/978-981-10-0847-4_10

[3] N. Edwards, L. Le Grange, "The use of inquiry-based science teaching to promote students’ conceptual understanding of direct current electricity", Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie, Vol. 36, 2017

DOI: https://doi.org/10.4102/satnt.v36i1.1427

[4] L. Xu, B. Huang, G. Wu, "Mapping science communication scholarship in China: Content analysis on breadth, depth and agenda of published research", Public Understanding of Science, Vol. 24, p. 897, 2015

DOI: https://doi.org/10.1177/0963662515600966

[5] P. Zervas, D. Sampson, Authentic Learning Through Advances in Technologies, p. 91, 2018

DOI: https://doi.org/10.1007/978-981-10-5930-8_7

[6] E. Čipková, Š. Karolčík, K. Sládková, K. Ušáková, "What is the level of scientific literacy among geography students studying bachelor's studies in natural sciences?", International Research in Geographical and Environmental Education, p. 1, 2017

DOI: https://doi.org/10.1080/10382046.2017.1389044

[7] A. Patterson, D. Roman, M. Friend, J. Osborne, B. Donovan, "Reading for meaning: The foundational knowledge every teacher of science should have", International Journal of Science Education, Vol. 40, p. 291, 2018

DOI: https://doi.org/10.1080/09500693.2017.1416205

[8] D. Geelan, The Palgrave Handbook of Global Citizenship and Education, p. 507, 2018

DOI: https://doi.org/10.1057/978-1-137-59733-5_32

[9] E. Hebets, M. Welch-Lazoritz, P. Tisdale, T. Wonch Hill, "Eight-Legged Encounters—Arachnids, Volunteers, and Art help to Bridge the Gap between Informal and Formal Science Learning", Insects, Vol. 9, p. 27, 2018

DOI: https://doi.org/10.3390/insects9010027

[10] M. Ryu, M. Tuvilla, C. Wright, "Resettled Burmese Refugee Youths’ Identity Work in an Afterschool STEM Learning Setting", Journal of Research in Childhood Education, Vol. 33, p. 84, 2019

DOI: https://doi.org/10.1080/02568543.2018.1531454

[11] E. Čipková, Š. Karolčík, L. Scholzová, "Are secondary school graduates prepared for the studies of natural sciences? – evaluation and analysis of the result of scientific literacy levels achieved by secondary school graduates", Research in Science & Technological Education, p. 1, 2019

DOI: https://doi.org/10.1080/02635143.2019.1599846

[12] H. Kate, J. James, C. Tidmarsh, "Using Wicked problems to foster interdisciplinary practice among UK trainee teachers", Journal of Education for Teaching, p. 1, 2019

DOI: https://doi.org/10.1080/02607476.2019.1639263

[13] H. Fadzil, R. Saat, "Exploring Students’ Acquisition of Manipulative Skills during Science Practical Work", EURASIA Journal of Mathematics, Science and Technology Education, Vol. 13, 2017

DOI: https://doi.org/10.12973/eurasia.2017.00953a

[14] P. Maharg, "Máscaras mortuorias y máscaras profesionales: comunidad, valores y ética en la educación jurídica.", REDU. Revista de Docencia Universitaria, Vol. 12, p. 127, 2014

DOI: https://doi.org/10.4995/redu.2014.5494

[15] S. Rehorek, M. Shotwell, "How to Use Taxonomic Principles in a Non-Scientific Setting to Teach Hierarchical Thinking", The American Biology Teacher, Vol. 80, p. 446, 2018

DOI: https://doi.org/10.1525/abt.2018.80.6.446

[16] E. BULDU, R. OLGAN, "Erken Çocukluk Eğitimi Yapısal Kalite Göstergeleri ve PISA Fen Okur-yazarlık Becerileri Arasındaki İlişki: Ülkeler-Arası Karşılaştırma", Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, p. 186, 2020

DOI: https://doi.org/10.17522/balikesirnef.618977

[17] D. Suryani, . Eko Hariyono, "Geoscience Literacy Profile of Junior High School Students", IJORER : International Journal of Recent Educational Research, Vol. 2, p. 305, 2021

DOI: https://doi.org/10.46245/ijorer.v2i3.105

[18] H. Long, S. Gao, L. Yang, J. Chen, "Do teaching practices and enjoyment of science matter to science achievement?", Psychology in the Schools, 2021

DOI: https://doi.org/10.1002/pits.22611

[19] S. AYDIN-CERAN, "Öğretim Yöntemlerine Dayanan Fen Eğitimi Araştırmalarında Güncel Eğilimler: İlkokul Düzeyinde Bir Analiz", Journal of Individual Differences in Education, 2021

DOI: https://doi.org/10.47156/jide.1026165

[20] S. AYDIN CERAN, "21. Yüzyıl Becerileri Bağlamında Fen Eğitiminin Bugünü ve Geleceği: Türkiye Perspektifinde Bir Analiz", İnsan ve Toplum Bilimleri Araştırmaları Dergisi, Vol. 10, p. 3191, 2021

DOI: https://doi.org/10.15869/itobiad.908645

[21] H. Long, S. Gao, L. Yang, J. Chen, "Do teaching practices and enjoyment of science matter to science achievement?", Psychology in the Schools, Vol. 59, p. 334, 2022

DOI: https://doi.org/10.1002/pits.22611

[22] S. Kouki, M. Al Shemaili, Science Education in Countries Along the Belt & Road, p. 225, 2022

DOI: https://doi.org/10.1007/978-981-16-6955-2_14

Show More Hide