The authors propose the science curriculum concept of Global Science Literacy justifying its use internationally with reference to the nature of science, the probable direction of science in the new millennium, the capability for GSL to develop inter-cultural understanding, and its relevance to non-Western cultures and traditions. It is relevant to curriculum developers, researchers, teachers and graduate students.
Author(s): V.J. Mayer
Edition: 1
Year: 2002
Language: English
Pages: 260
Contents......Page 8
Preface......Page 10
Contributing Authors......Page 14
Section One: Foundations for Global Science Literacy......Page 16
1. Introduction......Page 18
2. Development of Earth Systems Education as the Science Foundation of GSL......Page 19
3. Earth Systems Education......Page 21
4. The National Science Education Standards and Global Science Literacy......Page 25
5. Global Education......Page 28
6. Global Science Literacy Curriculum Guidelines......Page 30
7. Global Science Literacy and its Implications for Science Curriculum in an Eastern Country: Japan......Page 35
8. Correspondence of System Science and Global Science Literacy to Eastern Thought......Page 36
9. Conclusion......Page 38
1. Introduction......Page 40
2. A Short Political History of American Science......Page 42
3. Changes in Secondary School Science Curricula......Page 44
4. Focus of Current American Curriculum Revision Efforts......Page 46
5. A time for Change in Emphasis for Science......Page 47
6. Conclusion......Page 49
1. Introduction......Page 52
2. Post- Cold Warchallenges to Science and Science Education......Page 53
3. The History and Philosophy of Science......Page 54
4. The Cultural Implications of Earth System Science......Page 59
5. Conclusion......Page 61
Section Two: Appropriate Learning Environments......Page 66
2. Revising the National Curriculum for Science......Page 68
3. The Global Science Literacy Perspective......Page 69
4. The Debate on the Future for Science Education–And its Links with Global Science Literacy......Page 70
5. The 'Explanatory Stories' Approach......Page 72
6. A Revision of the National Science Curriculum Based on the 'Explanatory Story' Approach Delivered Through a Global Science Literacy Context......Page 74
7. Conclusions......Page 90
1. Introduction......Page 94
2. Values of Group Learning/Collaboration for Learning Science......Page 95
3. Types of Cooperative Learning......Page 96
4. Examples of Group Process with Effective Results......Page 98
5. Responses to Cooperative Learning......Page 103
6. Summary: Importance of Cooperation/Collaboration for GSL......Page 106
1. Introduction......Page 108
2. Implementing Ese Understandings Through Internet Use......Page 109
3. Cautions when using the Internet for GSL Courses......Page 121
4. Conclusions......Page 122
1. Introduction......Page 124
2. The Evolution of Charles Darwin as an Earth Systems Scientist......Page 129
3. Sample Itineraries for a local or National Heroes@ Field Trips......Page 139
2. A Student Conducted Project......Page 144
3. Natsuko's Research Project......Page 145
4. Suggestions and Recommendations......Page 149
2. Relationship of the Activities to GSL......Page 152
3. Final Evaluation of Activities......Page 161
2. Authentic Assessment......Page 162
3. Assessment in Korea......Page 163
4. Assessment Data for the Teacher......Page 164
5. High Stakes Testing......Page 166
6. Assessment Factors for Gsl Curricula......Page 167
7. Conclusion......Page 170
Section Three: Issues in Structuring Curriculum......Page 172
1. Introduction......Page 174
2. A Holistic Framework for the Science Curricula-Earth Systems......Page 176
2. Background......Page 184
3. Experience Using Ese Understandings for all Students......Page 190
4. Making Global Science Literacy for all a worldwide reality......Page 198
2. Deep Time: A Core Element Or A Critical Barrier?......Page 202
3. Research into Conceptions and Perceptions of Deep time......Page 204
4. A Deep Time Framework of Pivotal Geo-Events......Page 211
2. General Description of the Integrated Curricula......Page 218
3. The Seventh Grade Curriculum - The Biosphere......Page 221
4. Ninth Gradecurriculum - The Solid Earth......Page 224
5. Educational Effect......Page 228
6. Summary and Conclusion......Page 229
1. Introduction......Page 232
3. Conducting the Research Project......Page 235
4. General Conclusions from the Study......Page 245
5. Suggestions for Further Study......Page 247
E......Page 254
K......Page 255
S......Page 256
W......Page 257
