Scientific literacy for a knowledge society

Exploring the Landscape of Scientific Literacy

Volumn , Issue , 2011, Pages 28-44

  Aikenhead, Glen ^b   Orpwood, Graham ^b   Fensham, Peter ^a  

^a QUEENSLAND UNIVERSITY OF TECHNOLOGY   (Australia)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84921268656     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203843284     Document Type: Chapter

References (65)

1. Aikenhead, G. S. (1991). Logical reasoning in science & technology. Toronto, Ontario: John Wiley of Canada.
2. Aikenhead, G. S. (2005). Science-based occupations and the science curriculum: Concepts of evidence. Science Education, 89, 242-275.
3. Aikenhead, G. S. (2006). Science education for everyday life: Evidence-based practice. New York: Teachers College Press.
4. APU (Assessment of Performance Unit). (1983). Science at age 11. London: Department of Education and Science.
5. AQA (Assessment and Qualifications Alliance). (2003). General certificate of education: Science for public understanding 2004. Manchester, AQA. (And subsequent years).
6. Bayliss, V. (1998). Redefining work: An RSA initiative. London: RSA.
7. Bell, B., & Cowie, B. (2001). Formative assessment and science education. Dordrecht, NL: Kluwer Academic Publishers.
8. Bell, R. L., & Lederman, N. G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Education, 87, 352-377.
9. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-71.
10. Bybee, R. W., & Fuchs, B. (2006). Preparing the 21st century workforce: A new reform in science and technology education. Journal of Research in Science Teaching, 43, 349-352.
11. Carlone, H. B. (2003). Innovative science within and against a culture of “achievement.” Science Education, 87, 307-328.
12. Carter, L. (2008). Globalization and science education: The implications for science in the new economy. Journal of Research in Science Teaching, 45, 617-633.
13. Chartrand, H. H. (2007). Ideological evolution: The competitiveness of nations in a global knowledge-based economy. Unpublished PhD dissertation, University of Saskatchewan, Saskatoon, Canada.
14. Chin, P., Munby, H., Hutchinson, N. L., Taylor, J., & Clark, F. (2004). Where’s the science? Understanding the form and function of workplace science. In E. Scanlon, P. Murphy, J. Thomas, & E. Whitelegg (Eds.), Reconsidering science learning(pp. 118-134). New York: RoutledgeFalmer.
15. Désautels, J. (2004). Technobiological literacies and citizenship education. In J. Lewis, A. Magro, & L. Simonneaux (Eds.), Biology education for the real world: Student-teachercitizen (Proceedings of the Fourth Conference of European Researchers in Didaktic of Biology) (pp. 9-26). Toulouse, France: École nationale de formation agronomique.
16. De Vos, W., & Reiding, J. (1999). Public understanding of science as a separate subject in secondary schools in the Netherlands. International Journal of Science Education, 21, 711-719.
17. Dori, Y. J., & Tal, R. T. (2000). Formal and informal collaborative projects: Engaging in industry with environmental awareness. Science Education, 84, 95-113.
18. Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people’s images of science. Buckingham, UK: Open University Press.
19. Duggan, S., & Gott, R. (2002). What sort of science education do we really need? International Journal of Science Education, 24, 661-679.
20. Fensham, P. J. (2000). Issues for schooling in science. In R. T. Cross & P. J. Fensham (Eds.), Science and the citizen for educators and the public(pp. 73-77). Melbourne: Arena.
21. Fensham, P. J. (2002). Time to change drivers for scientific literacy. Canadian Journal of Science, Mathematics and Technology Education, 2, 9-24.
22. Fensham, P. J. (2007). Values in the measurement of students’ science achievement in TIMSS and PISA. In D. Corrigan, J. Dillon, & R. Gunstone (Eds.), The re-emergence of values in science education(pp. 215-229). Rotterdam: Sense Publishers.
23. Fleming, R. (1989). Literacy for a technological age. Science Education, 73, 391-404.
24. Foray, D., & Lundvall, B. D. (1996). The knowledge-based economy: From the economics of knowledge to the learning economy. In OECD, Employment and growth in the knowledge-based economy(pp. 11-32). Paris: OECD.
25. Fraser, S. W., & Greenhalgh, T. (2001). Coping with complexity: Educating for capability. British Medical Journal, 323, 799-803.
26. Furnham, A. (1992). Lay understanding of science: Young people and adults’ ideas of scientific concepts. Studies in Science Education, 20, 29-64.
27. Gaskell, P. J. (1994). Assessing STS literacy: What is rational? In K. Boersma, K. Kortland, & J. van Trommel (Eds.), 7th IOSTE symposium proceedings: Papers. Part 1 (pp. 309-320). Endrecht, NL: IOSTE Conference Committee.
28. Gaskell, P. J. (2002). Of cabbages and kings: Opening the hard shell of science curriculum policy. Canadian Journal of Science, Mathematics and Technology Education, 2, 59-66.
29. Gilbert, J. (2005). Catching the knowledge wave? The Knowledge Society and the future of education. Wellington: New Zealand Council for Educational Research.
30. Gott, R., Duggan, S., & Johnson, P. (1999). What do practising applied scientists do and what are the implications for science education? Research in Science & Technological Education, 17, 97-107.
31. Guo, C.-J. (2007). Issues in science learning: An international perspective. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education(pp. 227-256). Mahwah, NJ: Lawrence Erlbaum Associates.
32. Hennessy, S. (1993). Situated cognition and cognitive apprenticeship: Implications for classroom learning. Studies in Science Education, 22, 1-41.
33. Hunt, A., & Millar, R. (2000). AS science for public understanding. Oxford: Heinemann.
34. Hurd, P. D. (1998). Scientific literacy: New minds for a changing world. Science Education, 82, 407-416.
35. Ihde, D. (1991). Instrumental realism: The interface between philosophy of science and philosophy of technology. Bloomington, Indiana: Indiana University Press.
36. Jenkins, E. (1992). School science education: Towards a reconstruction. Journal of Curriculum Studies, 24, 229-246.
37. Kolstø, S. D. (2000). Consensus projects: Teaching science for citizenship. International Journal of Science Education, 22, 645-664.
38. Kolstø, S. D. (2001). “To trust or not to trust…”—pupils’ ways of judging information encountered in a socio-scientific issue. International Journal of Science Education, 23, 877-901.
39. Kortland, J. (1996). An STS case study about students’ decision making on the waste issue. Science Education, 80, 673-689.
40. Kortland, J. (2001). A problem posing approach to teaching decision making about the waste issue. Utrecht, NL: University of Utrecht Cdâ Press.
41. Lave, U., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
42. Law, N. (2002). Scientific literacy: Charting the terrains of a multifaceted enterprise. Canadian Journal of Science, Mathematics and Technology Education, 2, 151-176.
43. Law, N., Fensham, P. J., Li, S., & Wei, B. (2000). Public understanding of science as basic literacy. In R. T. Cross & P. J. Fensham (Eds.), Science and the citizen for educators and the public(pp. 145-155). Melbourne: Arena.
44. Layton, D. (1991). Science education and praxis: The relationship of school science to practical action. Studies in Science Education, 19, 43-79.
45. Lottero-Perdue, P. S., & Brickhouse, N. W. (2002). Learning on the job: The acquisition of scientific competence. Science Education, 86, 756-782.
46. Millar, R., & Driver, R. (1987). Beyond processes. Studies in science education, 14, 33-62.
47. Munby, H., Hutchinson, N. L., Chin, P., Versnel, J., & Zanibbi, M. (2003, February). Curriculum and learning in work-based education: Implications for education in the new economy. Paper presented at the National Invitational Conference, “School-to-Work and Vocational Education: The New Synthesis,” Temple University Center for Research in Human Development and Education, Philadelphia.
48. NRC (National Research Council). (1996). National science education standards. Washington, DC: National Academy Press.
49. OECD. (1996a). The knowledge-based economy. Paris: OECD Publications.
50. OECD. (1996b). Employment and growth in a knowledge-based economy. Washington, DC: OECD Publications and Information Centre.
51. OECD. (2007). PISA 2006 science competencies for tomorrow’s world. Paris, OECD.
52. Orpwood, G. (2001). The role of assessment in science curriculum reform. Assessment in Education, 8(2), 135-151.
53. Orpwood, G., & Barnett, J. (1997). Science in the National Curriculum: An international perspective. Curriculum Journal, 8, 331-349.
54. Polanyi, M. (1958). Personal knowledge. Chicago: University of Chicago Press.
55. Ratcliffe, M., & Grace, M. (2003). Science education for citizenship: Teaching socio-scientific issues. Philadelphia: Open University Press.
56. Rodrigues, S., Tytler, R., Darby, L., Hubber, P., Symington, D., & Edwards, J. (2007). The usefulness of a science degree: The “lost voices” of science trained professionals. International Journal of Science Education, 29, 1411-1433.
57. Roth, W.-M., & Calabrese Barton, A. (2004). Rethinking scientific literacy. New York: RoutledgeFalmer.
58. Roth, W.-M., & Lee, S. (2004). Science education as/for participation in the community. Science Education, 88, 263-291.
59. Ryder, J. (2001). Identifying science understanding for functional scientific literacy. Studies in Science Education, 36, 1-42.
60. Sadler, T. D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45, 1-42.
61. SEPUP. (2003). SEPUP News. Berkeley, CA: Science Education for Public Understanding Project, Lawrence Hall of Science, University of California at Berkeley. Retrieved June 4, 2008 from: www.sepup.com.
62. Sinclair, M., Orpwood, G., & Byers, P. (2007, April). Supporting school improvement in mathematics. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
63. Solomon, J. (1984). Prompts, cues and discrimination: The utilization of two separate knowledge systems. European Journal of Science Education, 6, 277-284.
64. Thier, H. D., & Daviss, B. (2001). Developing inquiry-based science materials: A guide for educators. New York: Teachers College Press.
65. Wiggins, G. (1993). Assessing student performance: Exploring the purpose and limits of testing. San Francisco: Jossey-Bass.