Students’ and teachers’ perceptions of school based scientific literacy priorities and practice: A cross‐cultural comparison between Cyprus and Germany.
Date Issued
2013
Abstract
Scientific literacy is an issue of paramount importance in every modern
society. However, when it comes to public understanding, it seems that there is no
consensus regarding what aspects should be addressed within the regular science
education curriculum or how scientific literacy should be promoted. Additionally,
despite the fact that teachers and students are the main stakeholders in each
educational system, their voices are usually neglected. In this context, the present
study employed a Delphi approach, seeking to investigate empirically the extent of
any consensus between students and teachers in Germany and Cyprus, comparing
their assessments regarding what science education aspects should be prioritized as
well as in which extent these aspects are currently practiced. The outcome of this
cross-cultural research revealed that except some minor differences, students and
teachers in both countries perceive in general large discrepancies between a desired
status and the status quo in science education. More specifically, science education, as
currently practiced, was defined by elements from the “classic” scientific disciplines
giving much emphasis on content as well as on the promotion of conceptual
understanding. On the other hand, many of the greater aims of general science-related
education that students and teachers gave priority to, such as the relation of science
with students„ interests and everyday life or the development of inquiry skills, are
only rarely taken up in science classes. Following this reasoning, future educational
reforms in both countries should do well to invest more efforts in order to bridge this
gap between priority and praxis.
society. However, when it comes to public understanding, it seems that there is no
consensus regarding what aspects should be addressed within the regular science
education curriculum or how scientific literacy should be promoted. Additionally,
despite the fact that teachers and students are the main stakeholders in each
educational system, their voices are usually neglected. In this context, the present
study employed a Delphi approach, seeking to investigate empirically the extent of
any consensus between students and teachers in Germany and Cyprus, comparing
their assessments regarding what science education aspects should be prioritized as
well as in which extent these aspects are currently practiced. The outcome of this
cross-cultural research revealed that except some minor differences, students and
teachers in both countries perceive in general large discrepancies between a desired
status and the status quo in science education. More specifically, science education, as
currently practiced, was defined by elements from the “classic” scientific disciplines
giving much emphasis on content as well as on the promotion of conceptual
understanding. On the other hand, many of the greater aims of general science-related
education that students and teachers gave priority to, such as the relation of science
with students„ interests and everyday life or the development of inquiry skills, are
only rarely taken up in science classes. Following this reasoning, future educational
reforms in both countries should do well to invest more efforts in order to bridge this
gap between priority and praxis.
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