Metrika članka

  • citati u SCindeksu: [6]
  • citati u CrossRef-u:0
  • citati u Google Scholaru:[=>]
  • posete u poslednjih 30 dana:25
  • preuzimanja u poslednjih 30 dana:15
članak: 1 od 1  
Psihološka istraživanja
2015, vol. 18, br. 1, str. 99-119
jezik rada: srpski
vrsta rada: izvorni naučni članak
doi:10.5937/PsIstra1501099A


Naučna pismenost i socio-konstruktivistička perspektiva
aUniverzitet u Beogradu, Fakultet za specijalnu edukaciju i rehabilitaciju
bUniverzitet u Beogradu, Filozofski fakultet

e-adresa: slobodanka.antic@gmail.com

Projekat

Identifikacija, merenje i razvoj kognitivnih i emocionalnih kompetencija važnih društvu orijentisanom na evropske integracije (MPNTR - 179018)

Sažetak

Termin naučna pismenost se već odomaćio u obrazovnoj retorici kod nas. Iako se termin uveliko koristi, kod nas nema radova koji se bave preispitivanjem njegovog određenja, šta on uključuje i na šta se tačno odnosi. Ova vrsta analize je neophodna, ako naučnu pismenost vidimo kao jedan od potrebnih ishoda obrazovanja, da bismo mogli kreirati nastavu/učenje koja omogućava realizaciju takvog ishoda. Zbog toga, u ovom radu se analizira konstrukt naučna pismenost, prikazuju različita gledišta o njemu i njegovoj prirodi, i definiše se pet ključnih linija, pravaca delovanja u nastavi/učenju, neophodnih za razvoj ove kompetencije: uvažavanje predznanja učenika; podsticanje bazične funkcionalne pismenosti učenika i veštine razumevanja pročitanog; podrška razvoju mišljenja učenika; razvoj razumevanja socio-kulturne perspektive nastanka i upotrebe naučnih znanja i tehnoloških produkata; i, posebno, praktikovanje naučno-istraživačkog rada, bilo kroz školsku nauku, ili nauku primenjenu u kontekstu saradnje škole i lokalne zajednice, dakle u socio-kulturnom miljeu u kome učenici žive.

Ključne reči

naučna pismenost; socio-konstruktivizam; razvoj naučne pismenostiu školi; metode nastave/učenja; obrazovanje

Reference

*** (2007) Key competences for lifelong learning: European reference framework. Luxembourg: European Commission-Office for Official Publications of the European Communities
Agin, M.L. (1974) Education for scientific literacy: A conceptual frame of reference and some applications. Science Education, 58(3): 403-415
Aikenhead, G.S. (1996) Science Education: Border Crossing into the Subculture of Science. Studies in Science Education, 27(1): 1-52
Aikenhead, G.S. (2001) Students' ease in crossing cultural borders into school science. Science Education, 85(2): 180-188
Allchin, D. (2014) From Science Studies to Scientific Literacy: A View from the Classroom. Science & Education, 23(9): 1911-1932
Allchin, D. (2003) Scientific myth-conceptions. Science Education, 87(3): 329-351
American Association for the Advancement of Science (AAAS) (1993) Benchmarks for science literacy. New York-Oxford: Oxford University Press, 2009, American Association for the Advancement of Science - AAAS, Preuzeto sa http://www.project2061.org/publications/bsl/online/index.php
American Association for the Advancement of Science (AAAS) (2010) Exploring the nature of science. Preuzeto sa http://www.project2061.org/publications/guides/ science.pdf
Antić, S., Jankov, R., Pešikan, A., ur (2005) Kako približiti deci prirodne nauke aktivnim učenjem. Beograd: Institut za psihologiju
Antić, S., Pešikan, A., Ivić, I. (2015) Vaspitanje i prirodne nauke. u štampi
Antić, S. (2007) Zablude u znanju koje ostaju uprkos školskom učenju. Zbornik Instituta za pedagoška istraživanja, vol. 39, br. 1, str. 48-68
Antić, S. (2010) Kooperativno učenje - modeli, potencijali, ograničenja. Beograd: Institut za psihologiju Filozofskog fakulteta Univerziteta
Baram-Tsabari, A., Osborne, J. (2015) Bridging science education and science communication research. Journal of Research in Science Teaching, 52(2): 135-144
Bussiere, P., Hebert, R., Knighton, T. (2009) Educational outcomes at age 21 associated with reading ability at age 15. Ottawa, ON: Statistics Canada, Catalogue No. 81-004-X Vol. 6 No. 2. Preuzeto maja 2015 sa: http://www.statcan.gc.ca/pub/81-004-x/2009002/article/10896-eng.htm
Carlsen, W.S. (2010) Language and science learning. u: Abell S.K., Lederman N.G. [ur.] Handbook of Research on Science Education, New York: Routledge, str. 57-75
Cobern, W.W. (1991) World view theory and science education research. u: NARST Monograph, Manhattan, KS: National Association for Research in Science Teaching, No. 3
Cunningham, A.E., Stanovich, K.E. (2001) What Reading Does for the Mind. Journal of Direct Instruction, 37-149; (2); 1, 1
Danielson, K. (2010) Learning chemistry: Text use and text talk in a Finland-Swedish chemistry classroom. IARTEM e-Journal, Vol. 3 (2) 1 - 28
Dochy, F., de Rijdt, C., Dyck, W. (2002) Cognitive Prerequisites and Learning: How Far Have We Progressed since Bloom? Implications for Educational Practice and Teaching. Active Learning in Higher Education, 3(3): 265-284
Hardwig, J. (1991) The Role of Trust in Knowledge. Journal of Philosophy, 88(12): 693
Haste, H. (2005) Moral responsibility and citizenship education. u: Wallace D. [ur.] Education, arts, and morality: Creative journeys, New York: Kluwer Academic, str. 143-169
Hodson, D. (2003) Time for action: Science education for an alternative future. International Journal of Science Education, 25(6): 645-670
Holbrook, J., Rannikmae, M. (2009) The Meaning of Scientific Literacy. International Journal of Environmental & Science Education, Vol. 4, No. 3, July; 275-288
Hurd, P.D. (1998) Scientific literacy: New minds for a changing world. Science Education, 82(3): 407-416
Ivić, I. (1996) A draft of a necessary curriculum theory. u: Zindović-Vukadinović G., Krnjajić S. [ur.] Towards a modern learner-centred curriculum, Beograd: Institut za pedagoška istraživanja, str. 24-47
Ivić, I., Pešikan, A., Antić, S. (2003) Aktivno učenje 2. Beograd: Institut za psihologiju
Ivić, I.D. (1992) Teorije mentalnog razvoja i problem ishoda obrazovanja. Psihologija, vol. 25, br. 3-4, str. 7-36
Kun, T. (1974) Struktura naučnih revolucija. Beograd: Nolit
Lemke, J.L. (1990) Talking science: Language, learning, and values. Westport, CT: Ablex Publishing Corporation
Maienschein, J. (1998) Scientific Literacy. Science, 281(5379): 917-917
Mccomas, W.F. (2012) The many reasons we teach science and what everyone should know about how it works. u: Presentation on Science and Mathematics Education Conference, Dublin City University 7-9 June, Preuzeto sa http://www4.dcu.ie/sites/default/files/smec/pdfs/W_McComas_SMEC_2012.pdf
Mccomas, W.F., Clough, M., Almazroa, H. (2002) The role and character of the nature of science in science education. u: Mccomas W.F. [ur.] The Nature of Science in Science Education: Rationales and Strategies, New York: Kluwer Academic, str. 3-39
Munby, A. H. (1976) Some implications of language in science education. Science Education, 60(1): 115-124
Organisation for Economic Cooperation and Development (OECD) (2013) PISA 2015: Draft science framework. Preuzeto sa http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Science%20Framework%20.pdf
Pavlović-Babić, D., Baucal, A. (2013) Podrži me, inspiriši me. PISA 2012 u Srbiji: prvi rezultati. Beograd: Institut za psihologiju
Perkins, D. (1992) Smart schools: from training memories to educating mind. New York: The Free Press
Perkins, D., Jay, E., Tishman, S. (1993) New Conceptions of Thinking: From Ontology to Education. Educational Psychologist, 28(1): 67-85
Pešikan, A. (1996) Treba li deci istorija - psihološki problemi učenja/nastave istorije u osnovnoj školi. Beograd: Zavod za udžbenike i nastavna sredstva
Pešikan, A., Pekić-Quarrie, S., Poleksić, V., Quarrie, S. (2006) Developing students' professional competencies for decision making by active learning methodology. u: Slavik M., Žakova P. [ur.] The public and the agriculture and forestry industries: The role of Higher Education in questioning assumptions and matching expectations, Prague: Czech University of Agriculture, str. 184-190
Pešikan, A., Šišović, D. (2003) Aktivno učenje - pristup i mogućnosti primene u konceptu obrazovanja za održivi razvoj / Education for sustainable development. u: Zeleni paket u Srbiji - studija potreba za obrazovnim paketom nastavnicima u oblasti životne sredine, Regionalni centar za životnu sredinu za Centralnu i Istočnu Evropu-Kancelarija u Beogradu, str. 34-38
Pešikan, A. (2010) Savremeni pogled na prirodu školskog učenja i nastave - socio-konstruktivističko gledište i njegove praktične implikacije. Psihološka istraživanja, vol. 13, br. 2, str. 157-184
Romance, N.R., Vitale, M.R. (1992) A curriculum strategy that expands time for in-depth elementary science instruction by using science-based reading strategies: Effects of a year-long study in grade four. Journal of Research in Science Teaching, 29(6): 545-554
Ryder, J. (2001) Identifying Science Understanding for Functional Scientific Literacy. Studies in Science Education, 36(1): 1-44
Shamos, M. (1995) The Myth of scientific literacy. New Brunswick, N. J: Rutgers University Press
Sjoberg, S. (2002) Science and technology education: Current challenges and possible solutions. u: Jenkins E. [ur.] Innovations in Science and Technology Education, Paris: UNESCO, Vol VIII
Tishman, S., Perkins, D. (1997) Language of Thinking. Phi Delta Kappan, 87, Issue 5, pp. 368-375
Tren, R.D. (2002) Developing the concept of deep time. u: Mayer V.J. [ur.] Global Science Literacy, New York: Kluwer Academic, str. 187-201
Vigotski, L. (1983) Mišljenje i govor. Beograd: Nolit
Zeidler, D.L., Keefer, M. (2003) The role of moral reasoning and the status of socioscientific issues in science education philosophical, psychological and pedagogical considerations. u: Zeidler D.L. [ur.] The role of moral reasoning on socioscientific issues and discourse in science education, Dordrecht-Boston: Kluwer Academic, str 7-41
Zeidler, D.L., Lederman, N.G. (1989) The effect of teachers' language on students' conceptions of the nature of science. Journal of Research in Science Teaching, 26(9): 771-783