{"title":"基础学生的科学素养:加纳基础科学课程强调哪些方面?","authors":"J. Ghartey-Ampiah","doi":"10.4314/AJESMS.V4I1.38619","DOIUrl":null,"url":null,"abstract":"This paper examines the extent to which the specific objectives in the basic school\nscience curricula reflect the notion of scientific literacy as envisaged by the curriculum\ndevelopers. The specific objectives for teaching, learning and assessment were\nanalysed using a consensus building approach to identify objectives addressing the\nthree profile dimensions emphasised in the two curricula. The findings revealed that far\nmore emphasis is put on knowledge and understanding in the upper primary and junior\nsecondary school science curricula than the curriculum developers had intended. Also,\nthe anticipated percentage weights of the three profile dimensions are inconsistent with\nwhat obtains in the two curriculum documents. The curriculum developers therefore\nneed to address the issue of how much content is necessary to emphasise the\ndevelopment of science attitudes and process skills at the primary school level and\napplication of knowledge at the junior secondary school level as envisaged. African Journal of Educational Studies in Mathematics and Sciences Vol. 4 2006: pp. 1-14","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2008-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"Towards Scientific Literacy for Basic School Pupils: Which Profile Dimensions are Emphasised in the Ghanaian Basic Science Curricula?\",\"authors\":\"J. Ghartey-Ampiah\",\"doi\":\"10.4314/AJESMS.V4I1.38619\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper examines the extent to which the specific objectives in the basic school\\nscience curricula reflect the notion of scientific literacy as envisaged by the curriculum\\ndevelopers. The specific objectives for teaching, learning and assessment were\\nanalysed using a consensus building approach to identify objectives addressing the\\nthree profile dimensions emphasised in the two curricula. The findings revealed that far\\nmore emphasis is put on knowledge and understanding in the upper primary and junior\\nsecondary school science curricula than the curriculum developers had intended. Also,\\nthe anticipated percentage weights of the three profile dimensions are inconsistent with\\nwhat obtains in the two curriculum documents. The curriculum developers therefore\\nneed to address the issue of how much content is necessary to emphasise the\\ndevelopment of science attitudes and process skills at the primary school level and\\napplication of knowledge at the junior secondary school level as envisaged. African Journal of Educational Studies in Mathematics and Sciences Vol. 4 2006: pp. 1-14\",\"PeriodicalId\":210929,\"journal\":{\"name\":\"African Journal of Educational Studies in Mathematics and Sciences\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2008-11-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"African Journal of Educational Studies in Mathematics and Sciences\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4314/AJESMS.V4I1.38619\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"African Journal of Educational Studies in Mathematics and Sciences","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4314/AJESMS.V4I1.38619","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 4
摘要
本文考察了基础学校科学课程的具体目标在多大程度上反映了课程制定者所设想的科学素养概念。教学、学习和评估的具体目标使用共识构建方法进行了分析,以确定两个课程中强调的三个概况维度的目标。调查结果显示,在小学高年级和初中科学课程中,对知识和理解的重视程度远远超过了课程设计者的预期。此外,三个轮廓维度的预期百分比权重与两个课程文件中的结果不一致。因此,课程开发者需要解决这样一个问题,即需要多少内容来强调小学阶段的科学态度和过程技能的发展,以及初中阶段的知识应用。非洲数学与科学教育研究杂志Vol. 4 2006: pp. 1-14
Towards Scientific Literacy for Basic School Pupils: Which Profile Dimensions are Emphasised in the Ghanaian Basic Science Curricula?
This paper examines the extent to which the specific objectives in the basic school
science curricula reflect the notion of scientific literacy as envisaged by the curriculum
developers. The specific objectives for teaching, learning and assessment were
analysed using a consensus building approach to identify objectives addressing the
three profile dimensions emphasised in the two curricula. The findings revealed that far
more emphasis is put on knowledge and understanding in the upper primary and junior
secondary school science curricula than the curriculum developers had intended. Also,
the anticipated percentage weights of the three profile dimensions are inconsistent with
what obtains in the two curriculum documents. The curriculum developers therefore
need to address the issue of how much content is necessary to emphasise the
development of science attitudes and process skills at the primary school level and
application of knowledge at the junior secondary school level as envisaged. African Journal of Educational Studies in Mathematics and Sciences Vol. 4 2006: pp. 1-14