翻訳と辞書 Words near each other ・ Scientific method and religion ・ Scientific misconceptions ・ Scientific misconduct ・ Scientific modelling ・ Scientific Monument Moises Bertoni ・ Scientific myth ・ Science, Liberty and Peace ・ Science, Mathematics, And Research For Transformation (SMART) Defense Scholarship Program ・ Science, Money, and Politics ・ Science, Numbers, and I ・ Science, Order, and Creativity ・ Science, technology and society ・ Science, Technology, & Human Values ・ Science, Technology, Engineering and Mathematics Network ・ Science, Technology, Engineering, and Mathematics ・ Science, technology, society and environment education ・ Science-Fantasy Quintette ・ Science-Fiction Adventures in Dimension ・ Science-Fiction Handbook ・ Science-Fiction Plus ・ Science-Gossip ・ Science-to-business marketing ・ Science.gov ・ Science.ie ・ Science.tv ・ Science/Engineering Specialized Learning Center ・ ScienceBlogs ・ ScienceDebate.org ・ ScienceDirect ・ Scienceindustries Dictionary Lists mini英和辞書 mini和英辞書 Webster 1913 Latin-English FOLDOC Wikipedia English ウィキペディア

翻訳と辞書　辞書検索 [ 開発暫定版 ] スポンサード リンク Science, technology, society and environment education ： ウィキペディア英語版 Science, technology, society and environment education Science, technology, society and environment (STSE) education, originates from the science technology and society (STS) movement in science education. This is an outlook on science education that emphasizes the teaching of scientific and technological developments in their cultural, economic, social and political contexts. In this view of science education, students are encouraged to engage in issues pertaining to the impact of science on everyday life and make responsible decisions about how to address such issues (Solomon, 1993 and Aikenhead, 1994) ==Science technology and society (STS)== The STS movement has a long history in science education reform, and embraces a wide range of theories about the intersection between science, technology and society (Solomon and Aikenhead, 1994; Pedretti 1997). Over the last twenty years, the work of Peter Fensham, the noted Australian science educator, is considered to have heavily contributed to reforms in science education. Fensham's efforts included giving greater prominence to STS in the school science curriculum (Aikenhead, 2003). The key aim behind these efforts was to ensure the development of a broad-based science curriculum, embedded in the socio-political and cultural contexts in which it was formulated. From Fensham's point of view, this meant that students would engage with different viewpoints on issues concerning the impact of science and technology on everyday life. They would also understand the relevance of scientific discoveries, rather than just concentrate on learning scientific facts and theories that seemed distant from their realities (Fensham, 1985 & 1988). However, although the wheels of change in science education had been set in motion during the late 1970s, it was not until the 1980s that STS perspectives began to gain a serious footing in science curricula, in largely Western contexts (Gaskell, 1982). This occurred at a time when issues such as, animal testing, environmental pollution and the growing impact of technological innovation on social infrastructure, were beginning to raise ethical, moral, economic and political dilemmas (Fensham, 1988 and Osborne, 2000). There were also concerns among communities of researchers, educators and governments pertaining to the general public's lack of understanding about the interface between science and society (Bodmer, 1985; Durant ''et al.'' 1989 and Millar 1996). In addition, alarmed by the poor state of scientific literacy among school students, science educators began to grapple with the quandary of how to prepare students to be informed and active citizens, as well as the scientists, medics and engineers of the future (e.g. Osborne, 2000 and Aikenhead, 2003). Hence, STS advocates called for reforms in science education that would equip students to understand scientific developments in their cultural, economic, political and social contexts. This was considered important in making science accessible and meaningful to all students—and, most significantly, engaging them in real world issues (Fensham, 1985; Solomon, 1993; Aikenhead, 1994 and Hodson 1998). 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Science, technology, society and environment education」の詳細全文を読む スポンサード リンク 翻訳と辞書 : 翻訳のためのインターネットリソース Copyright(C) kotoba.ne.jp 1997-2016. All Rights Reserved.