The contribution of science and technological education to citizens’ culture

Canadian Journal of Science, Mathematics and Technology Education

Volumn 5, Issue 2, 2005, Pages 253-263

  Gil Pèrez, Daniel ^a   Vilches, Amparo ^a  

^a UNIVERSITY OF VALENCIA   (Spain)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85011463447     PISSN: 14926156     EISSN: 19424051     Source Type: Journal    
DOI: 10.1080/14926150509556657     Document Type: Article

References (35)

1. Aikenhead, G.S. (1985). Collective decision making in the social context of science. Science Education, 69(4), 453-475.
2. Atkin, J.M., & Helms, J. (1993). Getting serious about priorities in science education. Studies in Science Education, 21, 1-20.
3. Bybee, R.W. (1991). Planet Earth in crisis: How should science educators respond? American Biology Teacher, 53(3), 146-153.
4. Bybee, R. (1997). Towards an understanding of scientific literacy. In W. Gräber & C. Bolte (Eds.), Scientific Literacy (pp. 37-68). Kiel: IPN, University of Kiel.
5. Carson, R. (1962). Silent spring. New York: Penguin Books/Hamish Hamilton.
6. DeBoer, G.B. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 57(6), 582-601.
7. Désautels, J. (2002). L’alphabétisation techno-scientifique et la démocratisation de la démocratie. Canadian Journal of Science, Mathematics and Technology Education, 2(2), 189-195.
8. Duschl, R., & Gitomer, D. (1991). Epistemological perspectives on conceptual change: Implications for educational practice. Journal of Research in Science Teaching, 28(9), 839-858.
9. Fensham, P.J. (2002a). Time to change drivers for scientific literacy. Canadian Journal of Science, Mathematics and Technology Education, 2(1), 9-24.
10. Fensham, P.J. (2002b). De nouveaux guides pour l’alphabétisation scientifique. Canadian Journal of Science, Mathematics and Technology Education, 2(2), 133-149.
11. Fourez, G. (1994). Alphabétisation scientifique et technique: essai sur les finalités de l’enseignement des sciences. Bruxelles: De Boeck-Wesmael.
12. Fourez, G. (2002). En echo à l’article de Fensham. Canadian Journal of Science, Mathematics and Technology Education, 2(2), 197-206.
13. Gil-Pérez, D. (1993). Contribución de la historia y de la filosofía de las ciencias al desarrollo de un modelo de enseñanza/aprendizaje como investigación. Enseñanza de las Ciencias, 11(2), 197-212.
14. Gil-Pérez, D., & Carrascosa, J. (1985). Science learning as a conceptual and methodological change. European Journal of Science Education, 7(3), 231-236.
15. Gil-Pérez, D., & Carrascosa, J. (1994). Bringing pupils’ learning closer to a scientific construction of knowledge: A permanent feature in innovations in science teaching. Science Education, 78(3), 301-315.
16. Gil-Pérez, D., Guisasola, J., Moreno, A., Cachapuz, A., Pessoa de Carvalho, A.M., Martinez-Torregrosa, J., et al. (2002). Defending constructivism in science education. Science and Education, 12(1), 557-571.
17. Gil-Pérez, D., Vilches, A., Edwards, M., Praia, J., Marques, L. & Oliveira, T. (2003). A proposal to enrich teachers’ perception of the state of the world: First results. Environmental Education Research, 9(1), 67-90.
18. Gil-Pérez, D., Vilches, A., Fernández, I., Cachapuz, A., Praia, J., Valdés, P., et al. (in press). Technology as ‘applied science’: A serious misconception that reinforces distorted and impoverished views of science. Science and Education.
19. Hodson, D. (1992). In search of a meaningful relationship: An exploration of some issues relating to integration in science and science education. International Journal of Science Education, 14(5), 541-566.
20. Hewson, P.W. (2002). Literacy and scientific literacy: A response to Fensham. Canadian Journal of Science, Mathematics and Technology Education, 2(2), 207-213.
21. Langevin, P. (1926, décembre). La valeur éducative de l’histoire des sciences. Bulletin de la Société Française de Pédagogie, 22.
22. Matthews, M.R. (1991). Un lugar para la historia y la filosofía en la enseñanza de las Ciencias. Comunicación, Lenguaje y Educación, 11-12; 141-155.
23. McComas, W.F. (Ed.). (1998). The nature of science in science education: Rationales and strategies. Dordrecht, The Netherlands: Kluwer Academic.
24. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
25. Orr, D.W. (1995, May/June). Educating for the environment: Higher education’s challenge of the next century. Change, 43-46.
26. Sánchez Ron, M. (1994). El conocimiento científico prenda de felicidad? In J. Nadal (Ed.), El mundo que viene (pp. 221-246). Madrid, Spain: Alianza.
27. Shamos, M. (1995). The myth of scientific literacy. New Brunswick, NJ: Rutgers University Press.
28. Solbes, J., & Vilches, A. (1997). STS interactions and the teaching of physics and chemistry. Science Education, 81(4), 377-386.
29. Sutton, C. (1998). New perspectives on language in science. In B.J. Fraser & K.G. Tobin (Eds.), International handbook of science education (pp. 27-38). Dordrecht, The Netherlands: Kluwer Academic.
30. UNESCO. Unesco.org. (2005). Available: http://portal.unesco.org/(accessed 23 March 2005).
31. United Nations, UN Commission on Sustainable Development. (2002). Johannesburg Summit 2002. Available: http://www.johannesburgsummit.org/index.html (accessed 23 March 2005).
32. United Nations, UN Conference on Environment and Development. (1992). Rio declaration on environment and development. Paris: UNESCO.
33. United Nations, World Conference on Science. (1999). Declaration on science and the use of scientific knowledge. Available: http://www.unesco.org/science/wcs/eng/key_documents.htm (accessed 15 March 2005).
34. Vilches, A., & Gil-Pérez, D. (2003). Construyamos un futuro sostenible: diálogos de supervivencia. Madrid, Spain: Cambridge University Press.
35. World Commission ón Environment and Development. (1987). Our common future. Oxford, UK: Oxford University Press.