Поняття «наукова грамотність» у термінологічному полі наукової освіти в англомовному науковому дискурсі
DOI:
https://doi.org/10.32405/2309-3935-2021-2(81)-18-24Ключові слова:
наукова освіта, грамотність, природничо-наукова грамотність, наукова грамотність, природа наукиАнотація
У статті представлено результати теоретичного дослідження становлення поняття «наукова грамотність».
Проаналізовано теоретичні підходи науковців США, Канади та країн Європи, які зробили значний вклад у розробку
концепції наукової грамотності. Досліджено розвиток близьких понять «грамотність» та «природа науки». Вивчено
напрацювання спеціалізованих державних організацій і міжнародних установ, зокрема ЮНЕСКО та Європарламенту, у дослідженні та ідентифікації цих феноменів. Сформульовано авторське розуміння понять «грамотність» та
«наукова грамотність». Наведено різні наукові підходи до структури наукової грамотності та характеристики її
компонентів
Кількість завантажень статті
Посилання
Використані літературні джерела
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References
1. American Association for the Advancement of
Science. Benchmarks for Science Literacy (1993).
Washington. Retrieved from: http://www.project2061.org/
publications/rsl/online/GUIDE/CH2/HBENCH0.PDF.
2. Branscomb, A. W. (1981). Knowing how to know.
Science, Technology, & Human Values. 6(36). P. 5–9.
3. Gregario, L. (2010). Scientific Literacy and Natural
Disaster Preparedness. Bangkok. 56 p. Retrieved from:
https://unesdoc.unesco.org/ark:/48223/pf0000189050/
PDF/189050eng.pdf.multi.
4. Laugksch, R. (2000). Scientific Literacy: A
Conceptual Overview. Science Education – SCI
EDUC. Retrieved from: https://www.researchgate.
net/publication/200772545_Scientific_Literacy_A_
Conceptual_Overview.
5. Literacy and Non-Formal Education: Education
Sector Technical Notes, UNESCO. (2013). 6 p.
Retrieved from: https://unesdoc.unesco.org/ark:/48223/
pf0000222125.
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views on the goal of scientific literacy (Doctoral
dissertation). Retrieved from: http://athenaeum.libs.uga.
edu/xmlui/handle/10724/29564.
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(eds). (1998). The Nature of Science in International
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of Science in Science Education. Science & Technology
Education Library, Vol 5. P. 41–52. DOI: https://doi.
org/10.1007/0-306-47215-5_2.
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sustainability. Murcia, Karen Scientific literacy for
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Education Standards (1996). Washington. 272 p., P 22.
DOI: https://doi.org/10.17226/4962.
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and Analytical Framework: Reading, Mathematics
and Science (2018). Paris. P.75. DOI: http://dx.doi.
org/10.1787/9789264305274-en
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Research for CULT Committee – Science and Scientific
Literacy as an Educational Challenge, European
Parliament, Policy Department for Structural and Cohesion
Policies, Brussels. 66 p. Retrieved from: https://www.
europarl.europa.eu/RegData/etudes/STUD/2019/629188/
IPOL_STU(2019)629188_EN.pdf
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understanding of science is becoming vitally needed in
developing and industrialized countries alike. American
Scientist, 63(3). P. 265–268. Retrieved from: http://www.
jstor.org/stable/27845461.
15. Sjöström J., Eilks I.; In: Dori, Y., Mevarech, Z., &
Baker, D. (Eds.), (2018). Reconsidering Different Visions
of Scientific Literacy and Science Education Based on
the Concept of Bildung. Cognition, Metacognition, and
Culture in STEM Education. Innovations in Science
Education and Technology, Vol. 24. P. 15. DOI: https://
doi.org/10.1007/978-3-319-66659-4_4.
16. Schwartz, R.S., & Lederman, N.G. (2002). “It’s
the nature of the beast”: The influence of knowledge and
intentions on learning and teaching nature of science.
Journal of Research in Science Teaching, 39. P. 205–236.
17. The training of trainers manual for promoting
scientific and technological literacy for all.: UNESCO
PROAP, (2001). 121 p. Retrieved from: https://unesdoc.
unesco.org/ark:/48223/pf0000123077?posInSet=25&que
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the nature of science. Journal of Physics Teacher
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www2.phy.ilstu.edu/~cjwennin/jpteo/issues/jpteo3(3)
mar06.pdf.
