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Promoting Understanding of, and Teaching about, Scientific Literacy in Primary Schools

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Bibliographic Details
Title: Promoting Understanding of, and Teaching about, Scientific Literacy in Primary Schools
Language: English
Authors: Evans, Rosemary S., Rennie, Leonie J.
Source: Teaching Science. Jun 2009 55(2):25-30.
Availability: Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail: publications@asta.edu.au; Web site: http://www.asta.edu.au/resources/teachingscience
Peer Reviewed: Y
Page Count: 6
Publication Date: 2009
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Scientific Literacy, Case Studies, Science Instruction, Elementary School Science, Longitudinal Studies, Teaching Methods, Faculty Development, Elementary School Teachers, Foreign Countries, Science Curriculum
Geographic Terms: Australia
ISSN: 1449-6313
Abstract: This research described in this paper firstly explored teachers' ideas about scientific literacy using an interview technique. Secondly, using a longitudinal case study approach, it examined how, following their participation in a professional development program, primary teachers presented opportunities during their science lessons for their students to develop the capabilities of scientific literacy. (Contains 2 tables.)
Abstractor: As Provided
Number of References: 10
Entry Date: 2010
Access URL: https://www.asta.edu.au/resources/teachingscience
Accession Number: EJ871159
Database: ERIC
Description
Abstract:This research described in this paper firstly explored teachers' ideas about scientific literacy using an interview technique. Secondly, using a longitudinal case study approach, it examined how, following their participation in a professional development program, primary teachers presented opportunities during their science lessons for their students to develop the capabilities of scientific literacy. (Contains 2 tables.)
ISSN:1449-6313