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 language | English |
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Title of host publication | NARST Annual International Conference 2010, "Research into practice : Practice informing reasearch" March 21-24, 2010, Philadelphia, USA. |
Place of Publication | Philadeplhia |
Publisher | National Association of Research in Science Teaching |
Pages | 1-20 |
Publication status | Published - 2010 |
Event | 2010 NARST Annual International Conference 2010, March 21-24, 2010, Philadelphia, PA, USA - Philadelphia Downtown Marriott, Philadelphia, PA, United States Duration: 21 Mar 2010 → 24 Mar 2010 https://www.narst.org/annualconference/2010conference.cfm |
Conference
Conference | 2010 NARST Annual International Conference 2010, March 21-24, 2010, Philadelphia, PA, USA |
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Country/Territory | United States |
City | Philadelphia, PA |
Period | 21/03/10 → 24/03/10 |
Other | "Research into Practice: Practice Informing Research" |
Internet address |