Jerrid Kruse, Sarah Voss, Jaclyn Easter, Isaiah Kent‐Schneider, Lucas Menke, David Owens, Kean Roberts, Lindsay Woodward
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Preparing students for the modern information landscape and navigating science–technology–society issues
The goals of science education must be sufficiently broad to support learners navigating changing scientific, social, and media landscapes. This position paper builds upon existing scholarship to articulate a set of constructs useful for navigating the modern information landscape including constructs with a long history in science education (e.g., science content knowledge, science practices, nature of science) as well as those still relatively uncommon in science education (e.g., domain‐general epistemological beliefs, science disciplinary literacy, socioscientific reasoning, science media literacy, nature of technology, and critical consciousness). The paper first defines each construct, discusses how each construct supports navigating the modern information landscape, and explores research concerning the teaching and learning of each construct. Then, in the section “Application of Constructs to the Modern Information Landscape”, the paper succinctly explains how the constructs collectively combat particular struggles people may encounter. In addition to defining and articulating the constructs' utility, we explore strategies educators can use to integrate these constructs into their science teaching. Finally, we discuss implications for teaching, teacher education, and future research.
期刊介绍:
Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.