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An investigation into improving scientific literacyudin Israeli university students within an academic English reading programme

机译:提高科学素养的调查研究在以色列大学学生的学术英语阅读计划

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摘要

The commitment to improving scientific literacy is voiced by governments throughout the world. One of the main objectives is the development of an informed and active citizenry able to participate in decision-making processes concerning socio-scientific issues (SSIs).ududThere is a growing literature which suggests that engaging with the complexity of SSIs demands a high level of critical-thinking skills. These skills include: open-mindedness, independence, and scepticism. This three-year long study attempted to develop an intervention which will, in particular, provide subjects with an ability to be more open-minded, evaluate counter opinions, and respect those holding such opinions.udThe importance of developing an ability to value the ‘other’ emerged from years of teaching academic English within an Israeli university, where initiating fruitful classroom discussion was problematic. The lack of dialogue resulted from individuals voicing strongly held opinions and seeming to be unable to acknowledge, and evaluate opposing views.ududThis project was designed as an action research study. Both quantitative and qualitative data was collected, and analysed within an interpretive framework. As both the researcher and researched, many of my teaching methods were modified during the course of this study, including the introduction of pair-work in class.ududThe study was conducted in three cycles over three consecutive years, primarily with two classes (one humanities and one science) in the pre-academic, mechina, program of an Israeli university. The mechina is a year-long programme and the students I taught had a single semester of English. This meant that three different cohorts of students were studied, (there were always 25-30 students in each class, so about 50 students were studied each year). The classes I taught were proficient in English, and were required to do a research project as part of the course. This project became my intervention.udI developed a project based on devil’s advocate which required them to choose an SSI that interested them, write a statement of their opinion, and then, much to their astonishment, find evidence to support the counter opinion. I gave a lesson on how to evaluate sources available on the internet. Although the project was set up as a standard research exercise, which is what they expected, the majority of students identified that this project made them more aware of the value of counter opinions – more ‘open-minded’.ududThe primary method for collecting feedback on the project, and on other aspects of my course, utilized a projective technique – students wrote their views anonymously on a piece of paper; these are then analysed by coding the responses.ududThis study also employed questionnaires, which were given to all students. These showed that the majority had little or no science education in high school, and yet registered high levels of interest in science and technology on a three-level Likert item. These findings add support to research that shows the more science studied in high school the lower the interest in the subject. Furthermore, by including a standard VOSTS (Views On Science-Technology-Society) I was able to show that my students believed the general public should participate in governmental decisions relating to SSIs. Responses to open-ended questions showed that most students, including those in the humanities, believed everyone should take science courses at university, and should have science classes in school (though not the current curriculum).ududIn conclusion, this research indicated that interest in science was not related to studying the current school science curriculum. And feedback from the intervention demonstrated that students could be aware of a change in their cognitive skills, and independently acknowledge the importance of being open-minded – an important step towards promoting an active, informed, scientifically literate society.
机译:全世界的政府都表达了对提高科学素养的承诺。主要目标之一是发展一个能在社会科学问题(SSI)决策过程中发挥见识和活跃的公民。 ud ud越来越多的文献表明,参与SSI的复杂性要求高水平的批判性思维能力。这些技能包括:豁达,独立和怀疑。这项历时三年的研究试图制定一项干预措施,特别是要使受试者具有开阔的胸襟,评估反对意见并尊重那些持有这种意见的人。 ud发展重视能力的能力的重要性“其他”源于在以色列大学里多年的学术英语教学,在那里开始富有成果的课堂讨论是有问题的。缺乏对话是由于个人表达强烈的观点并且似乎无法承认和评估反对意见。 ud ud该项目被设计为一项行动研究。收集了定量和定性数据,并在解释性框架内进行了分析。作为研究人员和研究人员,我的许多教学方法在研究过程中都进行了修改,包括在课堂中引入配对作业。 ud ud这项研究连续三年以三个周期进行,主要是两节课(一门人文和一门科学)在以色列大学的学前教育计划(中国)中学习。 mechina是一个为期一年的课程,我教的学生只有一个学期的英语。这意味着要研究三个不同的学生群体(每个班级总是有25-30名学生,因此每年要研究50名学生)。我所教的课程精通英语,并被要求做一个研究项目,作为课程的一部分。这个项目成为了我的干预。 udI基于恶魔的拥护者开发了一个项目,该项目要求他们选择对他们感兴趣的SSI,写出他们的观点陈述,然后令他们惊讶的是,找到证据来支持反对意见。我教了一个关于如何评估互联网上可用资源的课程。尽管该项目是他们期望的标准研究活动,但大多数学生都认为,该项目使他们更加了解反对意见的价值–更加“开放”。 ud ud为了收集有关项目以及我课程其他方面的反馈意见,我们运用了投射技术–学生在一张纸上匿名发表自己的观点; ud ud这项研究还使用了针对所有学生的问卷调查。这些表明,大多数人在高中阶段很少接受科学教育,甚至没有科学教育,但是对李克特三级项目的科学和技术兴趣很高。这些发现为研究表明在高中学习的科学越多,对该学科的兴趣越低提供了支持。此外,通过包含一个标准的VOSTS(关于科学,技术,社会的观点),我能够证明我的学生相信公众应该参与有关SSI的政府决策。对开放式问题的回答表明,大多数学生,包括人文学科的学生,都认为每个人都应该在大学上理科课程,并且应该在学校内开设科学课(尽管不是当前课程)。 ud ud最后,这项研究表明对科学的兴趣与学习当前的学校科学课程无关。干预措施的反馈表明,学生可以意识到他们认知技能的变化,并独立地承认思想开放的重要性,这是促进活跃,知情和科学素养的社会的重要一步。

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    Goodman Susan;

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