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Addressing the dynamics of science in curricular reform for scientific literacy: the case of genomics

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Eijck, Michiel van

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Please use the following Persistent Identifier (PID) to cite this document:http://nbn-resolving.de/urn:nbn:de:0168-ssoar-215901

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Abstract	Science education reform must anticipate the scientific literacy required by the next generation of citizens. Particularly, this counts for rapidly emerging and evolving scientific disciplines such as genomics. Taking this discipline as a case, such anticipation is becoming increasingly problematic in today's knowledge societies in which the dynamics of the natural sciences is unprecedented. This raises the question how scientific literacy can be defined in order to appropriate the dynamics of natural sciences such as genomics. Drawing on a contemporary socio-cultural perspective on the dynamics of science, the science education research literature is briefly reviewed in this respect. It is argued that scientific literacy captures the dynamics of science once defined as an emergent feature of collective activity. This requires a form of science education to which the learners' agency is central. The implications of this thesis will be discussed in regard to the case of embedding genomics in science curricula.
Classification	Curriculum, Teaching, Didactics; Natural Science and Engineering, Applied Sciences
Free Keywords	scientific literacy; biology education; curriculum; nature of science; genomics
Document language	English
Publication Year	2010
Page/Pages	p. 2429-2449
Journal	International Journal of Science Education, 32 (2010) 18
DOI	http://dx.doi.org/10.1080/09500690903473399
Status	Postprint; reviewed
Licence	PEER Licence Agreement (applicable only to documents from PEER project)