Time to change drivers for scientific literacy

Análisis de la Elección de Itinerarios Educativos en los Universitarios Españoles. El Caso del Campus de Palencia de la Universidad de Valladolid

“…¿Es necesario incorporar la alfabetización científica a la cultura general? Autores como Fensham (2002) cuestionan que la mayoría de los ciudadanos adquieran una formación científica realmente útil. No está de acuerdo con una educación científica para toda la ciudadanía, puesto que ninguna de las teorías que defienden la alfabetización científica están bien argumentadas.…”

A educação inclusiva na percepção dos professores de química

“…Como resultado da democratização da ciência e de seus aparatos tecnológicos na vida humana, o ensino de ciências passa a ser considerado de crucial importância, já que o cidadão necessita, cotidianamente, tomar decisões que envolvam assuntos científicos (SANTOS; SCH-NETZLER, 2003;FENSHAM, 2002). A importância do estudo de ciências deve-se, sobretudo, ao fato de possibilitar, à pessoa, o desenvolvimento de uma visão crítica sobre a realidade que a cerca, podendo, assim, utilizar seu conhecimento adquirido no cotidiano, analisar diferentes situações e ter condições para avaliar assuntos de importância na determinação de sua qualidade de vida (CACHAPUZ et al, 2005).…”

Highlighting hybridity: A critical discourse analysis of teacher talk in science classrooms

“…At most, more content gets added without any being removed, resulting in multiple agenda for science teachers that they cannot possibly hope to satisfy, together with local, institutional, and societal pressures that favor traditional disciplinary content (Fensham, 2002). As Taylor (1996) suggests, teachers have generally been inducted into the hegemonic discourse of their discipline by the time they finish their professional training and do not have the cultural resources or social support to enact the science curriculum differently, despite their best intentions.…”

“…For the last two decades "science for all" (or "scientific literacy" for all) has become an explicit goal of science curricula across many nations including the USA (AAAS, 2000), the UK (Millar & Osborne, 1998), Canada (Science Council of Canada, 1984), and Australia (Goodrum et al, 2001;Fensham, 1985Fensham, , 1998Fensham, , 2002. However, there have been many reports of low retention rates in science in the postcompulsory senior secondary years, concern over low rates of enrolment in science and engineering courses at the tertiary level, a serious tendency for primary teachers to teach little or no science, and a general impression that the majority of students are being alienated from science during their secondary school years (Fensham, 1998;Goodrum et al, 2001;Hanrahan, 1999aHanrahan, , 1999bLadson-Billings, 2003;Lyons, 2003;OECD, 2003).…”

“…AAAS, 2001;Fensham, 2002;Goodrum, Hackling, & Rennie, 2001), which could only be achieved by enacting a science curriculum that is accessible to all students. To do this, I employ the epistemological perspective and tools of critical discourse analysis (CDA) (Fairclough, 1989(Fairclough, , 1992(Fairclough, , 2003Luke, 2002).…”