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2.Science-Technology-SocietyGrahamOrpwoodYork/SenecaInstituteforMathematics,ScienceandTechnologyEducationTeachingandLearningScienceforaNewCentury科学教育2
Science-Technology-SocietyemphasisYork/SenecaInstituteforMathematics,ScienceandTechnologyEducationGoals:Developingunderstandingsofrelationsbetweenscienceandtechnology,scienceandsociety,andtechnologyandsocietyDevelopingskillsatanalysisanddecisionmakinginsocialcontextsinvolvingscienceandtechnology(e.g.health,environment)2科学教育2
Question1York/SenecaInstituteforMathematics,ScienceandTechnologyEducationCanyouthinkofexampleswhereindividualsorgovernmentshavetomakedecisionsinrelationtoissuesinvolvingscienceandtechnology?Whatsortsofknowledgeandskillswouldhelpinmakingbetterdecisions?Howcanschoolscienceeducationhelpdevelopthatknowledgeandskills?3科学教育2
CharacteristicsofSTSclassroomsYork/SenecaInstituteforMathematics,ScienceandTechnologyEducationRarethatthereare“rightanswers”TeachersarenotexpertsUnclearwhatexpertiseisrequiredHardtodeterminethe“quality”ofstudents’workGroupsaremoreeffectivethanindividuals4科学教育2
ExampleofanSTSissue–(1)York/SenecaInstituteforMathematics,ScienceandTechnologyEducationYouaretheheadofcivilengineeringinthegovernmentofaprovincewhereearthquakesarecommonandyouhavebeenaskedtocomeupwithnewbuildingcodestomakesurethatnewbuildingsaremorequake-proofthantheoldones.Whatdoyouneedtoknow?Whoshouldbeconsulted?Whatarethecriteriaofsuccess?Whatlevelof“error”istolerable?Whatconstraintsmightyouface?…..…..5科学教育2
Question2York/SenecaInstituteforMathematics,ScienceandTechnologyEducationCanyouthinkofanotherexampleofanSTSissueineitherthepublicorprivatedomain?Whatarethekeyquestionstoask?Whatwoulda“goodperformance”looklike?6科学教育2
PurposesofAssessmentStudent-orientedpurposes
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