IS THE NATURAL SCIENCE TEACHER EDUCATION PROGRAM ENOUGH FOR A CONTEMPORARY SOCIETY?

TitleIS THE NATURAL SCIENCE TEACHER EDUCATION PROGRAM ENOUGH FOR A CONTEMPORARY SOCIETY?
Publication TypeJournal Article
Year of Publication2011
AuthorsArroio, A
JournalProblems of Education in the 21st Century
Volume37
Start Page5-8
Date PublishedDecember/2011
Type of ArticleEditorial
ISSN1822-7864
Other NumbersICID: 971450
Keywordseducational innovations, global economy, quality of science education
Abstract

Considering that Science and Technology are in the present day the greatest factors in changing the way we live. They have also made the world very small so that we are no longer living in the confined world of our town, region or country isolated from what is happening in the rest of the globe (Härnqvist & Burgen, 1997). Every change around the world could be connected with change that really affects everyone. As we can see on the last days how the economic discussions in different countries are affecting the entire globe.
Nowadays it is necessary to take advantage of the Information and Communication Technologies to support innovative methodologies of teaching natural science. As well, it leads to different ways of seeing the world and consequently leads to different beliefs concerning our comprehension of the world. Expanding the experiences as the augmented reality, it is real now.
A scientific discourse contextualizes reality in a way which differs from a more everyday way of reasoning and the essential meaning of words and terms. So the distance between the everyday world and the scientific world of the traditional school is often so great that it seems impossible for student to benefit from the teaching (Jakobsson, 2001). Säljö (1996) indicates that language use and the construction of meaning are always social processes, dependent on people who interact. Meaning is always relative to options and constraints that are present in social situations.
Learning in context seems to role an important contribution in students understanding of natural science. Because when students are engaged in context it makes their learning more meaningful.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=971450
Refereed DesignationRefereed
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