A theory of curricular approaches to the teaching of socio-scientific issues

Authors

  • Ralph Levinson Institute of Education, University of London

Abstract

Using Ziman?s model of the interface between science, technology and society, five models are derived from the Scientific Literacy literature to characterize the teaching of socio-scientific issues to high school students. Six indicators are developed to illustrate the characteristics of the models: the nature of the hierarchy of relationships between scientists, teachers and students; the source of knowledge; epistemology; distribution of knowledge in contending participants; nature of pedagogy and assessment. The models differ substantively in their view of the authority of the role of science in society ranging from deficit to collective praxis but it is argued that each model has a pedagogic purpose within a specific social context and that an epistemological thread runs through the five models.

Author Biography

Ralph Levinson, Institute of Education, University of London

LEVINSON teaches and researches in the Faculty of Culture and Pedagogy in the Institute of Education, University of London. He is course leader for the Masters in Science Education. He taught science in London schools for 12 years before joining the Open University where he co-wrote a course helping nonchemists to teach chemistry. His current research interests are in teaching controversial socio-scientific issues, Citizenship and Science, the links between the arts and science and supporting pre-service teachers in explaining science. He has given key note lectures at conferences in Brazil, New Zealand and the U.K. and has also taught on teacher professional development and Masters and MA courses in Brazil. He also publishes short stories.

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Published

2008-03-01

Issue

Vol. 1 No. 1 (2008)

Section

Articles

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