SCE 4330/SCE 6366: SCE 4330/SCE 6366: TEACHING SECONDARY TEACHING SECONDARY

SCIENCESCIENCE

Unit 1Unit 1

IntroductionIntroduction

Big Ideas (page 1, class text)Big Ideas (page 1, class text)

Scientific LiteracyScientific Literacy

Prior Conceptions or Prior Conceptions or

Naïve TheoriesNaïve Theories

ConstructivismConstructivism

Douglas Roberts and others include two terms Douglas Roberts and others include two terms “Scientific Literacy” and “Science Literacy,” abbreviated “Scientific Literacy” and “Science Literacy,” abbreviated together as SL in context of studying/defining Scientific together as SL in context of studying/defining Scientific Literacy.Literacy.

Other terms include: scientific culture, public understanding of Other terms include: scientific culture, public understanding of science, and public engagement in sciencescience, and public engagement in science

Two curriculum sources: science subject matter itself and situations Two curriculum sources: science subject matter itself and situations in which science can legitimately be seen to play a role in other in which science can legitimately be seen to play a role in other human affairshuman affairs

Vision I – thorough knowledgeability within scienceVision I – thorough knowledgeability within science

Vision II – read through knowledgeability about science-related Vision II – read through knowledgeability about science-related situations (where considerations other than science have an situations (where considerations other than science have an important place at the table)important place at the table)

One view consistent within all definitions, everyone agrees that One view consistent within all definitions, everyone agrees that students can’t be scientifically literate if they don’t know any science students can’t be scientifically literate if they don’t know any science subject matter.subject matter.

One helpful conceptualization of SL (Bybee, 2005). One helpful conceptualization of SL (Bybee, 2005). Scientific literacy refers to an individual’s: Scientific literacy refers to an individual’s:

Scientific knowledge and use of that knowledge to Scientific knowledge and use of that knowledge to identify questions, to acquire new knowledge, to explain identify questions, to acquire new knowledge, to explain scientific phenomena, and to draw evidence-based scientific phenomena, and to draw evidence-based conclusions about science-related issues;conclusions about science-related issues;

Understanding of the characteristic features of science Understanding of the characteristic features of science as a form of human knowledge and enquiry;as a form of human knowledge and enquiry;

Awareness of how science and technology shape our Awareness of how science and technology shape our material, intellectual, and cultural environments; andmaterial, intellectual, and cultural environments; and

Willingness to engage in science-related issues, and with Willingness to engage in science-related issues, and with ideas of science, as a reflective citizen.ideas of science, as a reflective citizen.

Selected Resources (2Selected Resources (2ndnd class) class)

Roberts, D. A. (2007). Scientific literacy/science literacy. In Roberts, D. A. (2007). Scientific literacy/science literacy. In

Handbook of Research on Science Education,Handbook of Research on Science Education, S. A. Abell & N. G. S. A. Abell & N. G.

Lederman (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates, Lederman (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates,

Publishers, pages 729-780.Publishers, pages 729-780.

Scott, P., Asoko, H., & Leach, J. (2007). Student conceptions and Scott, P., Asoko, H., & Leach, J. (2007). Student conceptions and

conceptual learning in science. In conceptual learning in science. In Handbook of Research on Handbook of Research on

Science Education,Science Education, S. A. Abell & N. G. Lederman (Eds.). Mahwah, S. A. Abell & N. G. Lederman (Eds.). Mahwah,

NJ: Lawrence Erlbaum Associates, Publishers, pages 31-56.NJ: Lawrence Erlbaum Associates, Publishers, pages 31-56.

Novak, J. D., & Gowin, D. B. (1984). Novak, J. D., & Gowin, D. B. (1984). Learning How to LearnLearning How to Learn. .

Cambridge University Press. 199 pages.Cambridge University Press. 199 pages.