Addressing the dynamics of science in curricular reform for scientific literacy: Towards authentic practices in the case of genomics.

M.W. Eijck, van

    Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

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    Abstract

    Science education reform must anticipate the scientific literacy required by the next generation of citizens. Particularly, this counts for rapidly emerging and evolving scientific disciplines such as genomics. Taking this discipline as a case, such anticipation is becoming increasingly problematic in today’s knowledge societies in which the dynamics of the natural sciences is unprecedented. This raises the question how scientific literacy can be defined in order to appropriate the dynamics of natural sciences such as genomics. Drawing on a contemporary socio-cultural perspective on the dynamics of science, the science education research literature is briefly reviewed in this respect. It is argued that scientific literacy captures the dynamics of science once defined as an emergent feature of collective activity. This requires a form of science education to which the learners’ agency is central. The implications of this thesis will be discussed in regard to the case of embedding genomics in science curricula.
    Original languageEnglish
    Title of host publicationBiannual meeting of the Europan Researchers in Didactics of Biology (ERIDOB), Braga, Portugal, July 13-17, 2010
    Place of PublicationBraga
    PublisherEuropean Researchers in Didactics of Biology
    Publication statusPublished - 2010

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