文章基本信息

标题：Biology High School Science Curricula for the 21st Century
本地全文：下载
作者：Mahmood Khalil 1 , Reuven Lazarowitz 2 , Rachel Hertz-Lazarowitz
期刊名称：Creative Education
印刷版ISSN：2151-4755
电子版ISSN：2151-4771
出版年度：1464
卷号：05
期号：16
页码：1464-1478
DOI：10.4236/ce.2014.516164
语种：English
出版社：Scientific Research Publishing
摘要：High school science curricula of the 21st century have to include science-technology content and pedagogical content knowledge in a continuous interaction in order to be relevant to students’ needs. Learning units, including science, technology and related societal issues written on the Science, Technology and Society (STS), approach have to use teaching/learning strategies, and learning settings, such as cooperative learning in small groups, individual learning and computer episodes, so students will acquire science-technology literacy connected to societal issues. This approach may provide integration and participation in the advance society, so students will be able to look and find a job based on their learning. Dreyfus (1995) emphasized the importance of moral and ethics education. Science knowledge is not only for academic achievement and mastery of cognitive and meta-cognitive skills, but to educate students on the affective domain being active in the community life based on moral and ethical values, and positive attitudes toward societal issues, like social justice. Preservation of the environment and peace, as other values are addressed in the learning units presented.
关键词：Curricula; Education; Inquiry; Content; Pedagogical Knowledge; and Societal Issues; Ethics and Moral Values