{"title":"二十一世纪的科学素养：知情的信任和合格的局外人","authors":"Jonathan Osborne, Douglas Allchin","doi":"10.1080/09500693.2024.2331980","DOIUrl":null,"url":null,"abstract":"A primary justification of teaching science to all young people is to develop students to become “critical consumers” of science. This worthy goal, however, is hampered by a flawed premise that sch...","PeriodicalId":48341,"journal":{"name":"International Journal of Science Education","volume":"19 1","pages":""},"PeriodicalIF":2.2000,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Science literacy in the twenty-first century: informed trust and the competent outsider\",\"authors\":\"Jonathan Osborne, Douglas Allchin\",\"doi\":\"10.1080/09500693.2024.2331980\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"A primary justification of teaching science to all young people is to develop students to become “critical consumers” of science. This worthy goal, however, is hampered by a flawed premise that sch...\",\"PeriodicalId\":48341,\"journal\":{\"name\":\"International Journal of Science Education\",\"volume\":\"19 1\",\"pages\":\"\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-04-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Science Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/09500693.2024.2331980\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/09500693.2024.2331980","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Science literacy in the twenty-first century: informed trust and the competent outsider
A primary justification of teaching science to all young people is to develop students to become “critical consumers” of science. This worthy goal, however, is hampered by a flawed premise that sch...
期刊介绍：
The International Journal of Science Education is firmly established as the authoritative voice in the world of science education. It bridges the gap between research and practice, providing information, ideas and opinion. It serves as a medium for the publication of definitive research findings. Special emphasis is placed on applicable research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities. The journal comprises peer-reviewed general articles, papers on innovations and developments, research reports and book reviews. Each volume contains a Special Issue devoted to a topic of major interest and importance, guest-edited by an acknowledged expert.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
