Levinson, R;
(2008)
A theory of curricular approaches to the teaching of socio-scientific issues.
Alexandria: Revista de Educação em Ciência e Tecnologia
, 1
(1)
pp. 133-151.
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Abstract
Using Ziman‟s model of the interface between science, technology and society, five models are derived from the Scientific Literacy literature to characterize the teaching of socio-scientific issues to high school students. Six indicators are developed to illustrate the characteristics of the models: the nature of the hierarchy of relationships between scientists, teachers and students; the source of knowledge; epistemology; distribution of knowledge in contending participants; nature of pedagogy and assessment. The models differ substantively in their view of the authority of the role of science in society ranging from deficit to collective praxis but it is argued that each model has a pedagogic purpose within a specific social context and that an epistemological thread runs through the five models.
| Type: | Article |
|---|---|
| Title: | A theory of curricular approaches to the teaching of socio-scientific issues |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://periodicos.ufsc.br/index.php/alexandria/ar... |
| Language: | English |
| Additional information: | This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10157347 |
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