Proyecto 2000+: cambiando la enseñanza de la ciencia para el siglo XXI

Holbrook, Jack

doi:10.1590/0104-4060.182

Resumen

En un intento para fomentar más pensamientos sobre educación a través de los campos de la ciencia y la tecnología, ambos dentro del sistema formal y para todos los ciudadanos, UNESCO y ICASE iniciaron el Proyecto 2000+. Su meta es fomentar un mayor nivel de alfabetización científica y tecnológica para todos como una prioridad educacional. Reconoce la necesidad de prestar atención a la educación de todos los ciudadanos y que ya no es apropiado ser guiados por prioridades más relevantes para el pasado. Este trabajo describe el Proyecto 2000+, tareas específicas e investigaciones a ser emprendidas, y considera la manera en la cual la enseñanza de la ciencia necesita cambiar para lograr las metas del Proyecto 2000+ en el siglo XXI.

DOSSIÊ - EDUCAÇÃO EM CIÊNCIAS

Proyecto 2000+: cambiando la enseñanza de la ciencia para el siglo XXI

Jack Holbrook

Ph.D, secretario ejecutivo del Consejo Internacional de Asociaciones para la Enseñanza de la Ciencia (ICASE) Trad.: Javier Diaz

RESUMEN

En un intento para fomentar más pensamientos sobre educación a través de los campos de la ciencia y la tecnología, ambos dentro del sistema formal y para todos los ciudadanos, UNESCO y ICASE iniciaron el Proyecto 2000+. Su meta es fomentar un mayor nivel de alfabetización científica y tecnológica para todos como una prioridad educacional. Reconoce la necesidad de prestar atención a la educación de todos los ciudadanos y que ya no es apropiado ser guiados por prioridades más relevantes para el pasado. Este trabajo describe el Proyecto 2000+, tareas específicas e investigaciones a ser emprendidas, y considera la manera en la cual la enseñanza de la ciencia necesita cambiar para lograr las metas del Proyecto 2000+ en el siglo XXI.

Texto completo disponível apenas em PDF.

Full text available only in PDF format.

AIKENHEAD, G. S. Changes Need to Succeed Where We Previously Failed. In: KEDI, Globalization of Science Education - moving toward worldwide Science Education Standards. Proceedings of the International Conference on Science Education, May 26-30, 1997, Korea, 1997.
BOYER, E. High School: A Report On Secondary Education in America. New York: Harper and Row, 1983
BYBEE, R. W. Achieving Scientific Literacy: From Purposes to Practice. Portsmouth NH: Heinemann, 1997.
BYRNE, M.S. and Johnstone, A.H. How to Make Science Relevant School Science Review, v. 70, n. 251, p. 43-46, 1988.
CHO, J.-Il. Resources and Their Uses for Science Teacher In-service Education and Science Teaching: Cases of Iowa. In: KEDI. Globalization of Science Education - moving toward Worldwide Science Education Standards. Proceedings of the International Conference on Science Education, May 26-30, 1997, Korea, 1997.
DUFFEE, L. and AIKENHEAD, G. Curriculum Change, Student Evaluation and Teacher Practical Knowledge. Science Education, v.76, n. 5, p. 493-506, 1992.
GASKELL, P. J. Science Education for Citizens: Perspective and Issues 1: Science, Technology Society: Issues for Science Teachers. Studies in Science Education v. 9 , p.33-46, 1982.
GOODLAD, J. A Place Called School: Prospects for the Future. New York: McGraw-Hill, 1984.
GREGORIO, L.C. Supporting Change of Science and Technology Teacher Perception in the Asian Region. In: KEDI: Globalization of Science Education - moving toward Worldwide Science Education Standards. Proceedings of the International Conference on Science Education , May 26-30, 1997, Korea.
HAGGIS, S.(ed.). Education for all: Purpose and Context. Paris: UNESCO, 1991.
HOLLBROOK, Jack.Resource Materials for Science Education Reform. In: KEDI. Globalization of Science Education -movingtowardWorldwide Science Education Standards. Proceedings of the International Conference on Science Education, May, 26-30, 1997, Korea.
HOLLBROOK, Jack. The role of Science Teacher Associations in Promoting Scientific and Technological Literacy. Science Education International v.7,n. 1, March 1996, p 5-10, 1996.
______. Scientific and Technological Literacy for All - The Role of Educators. Science Education International, v.5, n.3, sep. 1994, p. 10-16, 1994.
HOLLBROOK, Jack and RANNIKMAE, Miia (eds). Supplementary Teaching Materials - Promoting Scientific and Technological Literacy. Tartu, Estonia: ICASE, 1997.
ICASE /UNESCO, Project 2000 + - document, 1992.
KELLERMAN, L. R.An Issue as an Organiser: A Case study. In: YAGER, R. E. (ed). The Science, Technology, Society Movement. What Research Says to the Science Teacher, v.7 .Washington D.C.:National Science Teachers Association, 1993.
LIU, Chin-Tang. The Impact of Iowa Chatauqua and Scope, Sequence and Coordination Programs on Teachers'and Students'Changes: A Ten-year Review, 1997.
KEDI. Globalization of Science Education - moving toward Worldwide Science Education Standards. Proceedings of the International Conference on Science Education, May, 26-30, Korea, 1997.
McCOMAS, W.F. The Affective domain and STS Education. In R. E. Yager (ed). Science/Technology/Society as Reform in Science Education. Albany, New York: SUNY Press, 1996.
NATIONAL Science Teachers Association Science/Technology/Society: A new effort for providing appropriate science for all (Position Statement). In: NSTA Handbook, p. 47-8, 1990-91.
PAK, Sung-Jae. A Challenging conception of Science Teaching. In: KEDI. Globalization of Science Education - moving toward Worldwide Science Education Standards. Proceedings of the International Conference on Science Education, May, 26-30, 1997, Korea, 1997.
PURKEY, S. C. and SMITH, M. S. Too soon to cheer ? Research on Effective School sand Educational Leadership. Elementary School Journal, n.40, p. 64-69, 1982.
RANNIKMAE, M. Supplementary STS Teaching Materials as Tools for Assessment. In: KEDI. Globalization of Science Education - moving toward World wide Science Education Standards. Proceedings of the International Conference on Science Education, May, 26-30, 1997, Korea.
ROMBERG, T. A. (ed) Towards Effective Schooling: The IGE Experience. Lanham, MD: University Press of America, 1985.
ROY SINGH, R. Education for the twenty-first century Bangkok: UNESCO PROAP, 1991.
SHYMANSKY JAMES A. and KYLE WILLIAM C. Jr. Establishing a Research Agenda: The critical issues of science curriculum reform. Report of a conference, April 1990, p. 2.
UNESCO. Scientific and Technological Literacy within Formal Schooling. Unpublished monograph. Internet address for draft version: http://www.canterbury.ac.uy/depts/acad/teached/ICASE/icase.htm, 1997.
______. Resource Kit. Unpublished manuscript. Internet address for draft version: http://www.canterbury.ac.uy/depts/acad/teached/ICASE/icase.htm, 1997.
______. Asian STL Teaching materials. Unpublished manuscript, 1998.
______. Declaration by participants at an International forum on Scientific and Technological Literacy for all, UNESCO, Paris, 1993 a.
______.. Final Report: International forum on Scientific and Technological Literacy, UNESCO, Paris, 1993 b.
WCEFA 1990. Final Report. World Conference on Education for All: Meeting basic learning needs, p. 119.
WEISS, I. R. 1993. Science Teachers Rely on the textbook. In: YAGER, R. E. (ed). The Science, Technology, Society Movement. What Research Says to the Science Teacher, v. 7, Washington D.C. : National Science Teachers Association.
YAGER, R. E.; HIDDAYAT, E. M. and PENICK, J. Features which separate least effective from most effective science teachers. Journal of Research in Science Teaching, v. 25, n. 3, p. 165-167, 1988.

Fechas de Publicación

Publicación en esta colección
06 Mar 2015
Fecha del número
Dic 1998

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

[1] AIKENHEAD, G. S. Changes Need to Succeed Where We Previously Failed. In: KEDI, Globalization of Science Education - moving toward worldwide Science Education Standards. Proceedings of the International Conference on Science Education, May 26-30, 1997, Korea, 1997.

[2] BOYER, E. High School: A Report On Secondary Education in America. New York: Harper and Row, 1983

[3] BYBEE, R. W. Achieving Scientific Literacy: From Purposes to Practice. Portsmouth NH: Heinemann, 1997.

[4] BYRNE, M.S. and Johnstone, A.H. How to Make Science Relevant School Science Review, v. 70, n. 251, p. 43-46, 1988.

[5] CHO, J.-Il. Resources and Their Uses for Science Teacher In-service Education and Science Teaching: Cases of Iowa. In: KEDI. Globalization of Science Education - moving toward Worldwide Science Education Standards. Proceedings of the International Conference on Science Education, May 26-30, 1997, Korea, 1997.

[6] DUFFEE, L. and AIKENHEAD, G. Curriculum Change, Student Evaluation and Teacher Practical Knowledge. Science Education, v.76, n. 5, p. 493-506, 1992.

[7] GASKELL, P. J. Science Education for Citizens: Perspective and Issues 1: Science, Technology Society: Issues for Science Teachers. Studies in Science Education v. 9 , p.33-46, 1982.

[8] GOODLAD, J. A Place Called School: Prospects for the Future. New York: McGraw-Hill, 1984.

[9] GREGORIO, L.C. Supporting Change of Science and Technology Teacher Perception in the Asian Region. In: KEDI: Globalization of Science Education - moving toward Worldwide Science Education Standards. Proceedings of the International Conference on Science Education , May 26-30, 1997, Korea.

[10] HAGGIS, S.(ed.). Education for all: Purpose and Context. Paris: UNESCO, 1991.

[11] HOLLBROOK, Jack.Resource Materials for Science Education Reform. In: KEDI. Globalization of Science Education -movingtowardWorldwide Science Education Standards. Proceedings of the International Conference on Science Education, May, 26-30, 1997, Korea.

[12] HOLLBROOK, Jack. The role of Science Teacher Associations in Promoting Scientific and Technological Literacy. Science Education International v.7,n. 1, March 1996, p 5-10, 1996.

[13] ______. Scientific and Technological Literacy for All - The Role of Educators. Science Education International, v.5, n.3, sep. 1994, p. 10-16, 1994.

[14] HOLLBROOK, Jack and RANNIKMAE, Miia (eds). Supplementary Teaching Materials - Promoting Scientific and Technological Literacy. Tartu, Estonia: ICASE, 1997.

[15] ICASE /UNESCO, Project 2000 + - document, 1992.

[16] KELLERMAN, L. R.An Issue as an Organiser: A Case study. In: YAGER, R. E. (ed). The Science, Technology, Society Movement. What Research Says to the Science Teacher, v.7 .Washington D.C.:National Science Teachers Association, 1993.

[17] LIU, Chin-Tang. The Impact of Iowa Chatauqua and Scope, Sequence and Coordination Programs on Teachers'and Students'Changes: A Ten-year Review, 1997.

[18] KEDI. Globalization of Science Education - moving toward Worldwide Science Education Standards. Proceedings of the International Conference on Science Education, May, 26-30, Korea, 1997.

[19] McCOMAS, W.F. The Affective domain and STS Education. In R. E. Yager (ed). Science/Technology/Society as Reform in Science Education. Albany, New York: SUNY Press, 1996.

[20] NATIONAL Science Teachers Association Science/Technology/Society: A new effort for providing appropriate science for all (Position Statement). In: NSTA Handbook, p. 47-8, 1990-91.

[21] PAK, Sung-Jae. A Challenging conception of Science Teaching. In: KEDI. Globalization of Science Education - moving toward Worldwide Science Education Standards. Proceedings of the International Conference on Science Education, May, 26-30, 1997, Korea, 1997.

[22] PURKEY, S. C. and SMITH, M. S. Too soon to cheer ? Research on Effective School sand Educational Leadership. Elementary School Journal, n.40, p. 64-69, 1982.

[23] RANNIKMAE, M. Supplementary STS Teaching Materials as Tools for Assessment. In: KEDI. Globalization of Science Education - moving toward World wide Science Education Standards. Proceedings of the International Conference on Science Education, May, 26-30, 1997, Korea.

[24] ROMBERG, T. A. (ed) Towards Effective Schooling: The IGE Experience. Lanham, MD: University Press of America, 1985.

[25] ROY SINGH, R. Education for the twenty-first century Bangkok: UNESCO PROAP, 1991.

[26] SHYMANSKY JAMES A. and KYLE WILLIAM C. Jr. Establishing a Research Agenda: The critical issues of science curriculum reform. Report of a conference, April 1990, p. 2.

[27] UNESCO. Scientific and Technological Literacy within Formal Schooling. Unpublished monograph. Internet address for draft version: http://www.canterbury.ac.uy/depts/acad/teached/ICASE/icase.htm, 1997.

[28] ______. Resource Kit. Unpublished manuscript. Internet address for draft version: http://www.canterbury.ac.uy/depts/acad/teached/ICASE/icase.htm, 1997.

[29] ______. Asian STL Teaching materials. Unpublished manuscript, 1998.

[30] ______. Declaration by participants at an International forum on Scientific and Technological Literacy for all, UNESCO, Paris, 1993 a.

[31] ______.. Final Report: International forum on Scientific and Technological Literacy, UNESCO, Paris, 1993 b.

[32] WCEFA 1990. Final Report. World Conference on Education for All: Meeting basic learning needs, p. 119.

[33] WEISS, I. R. 1993. Science Teachers Rely on the textbook. In: YAGER, R. E. (ed). The Science, Technology, Society Movement. What Research Says to the Science Teacher, v. 7, Washington D.C. : National Science Teachers Association.

[34] YAGER, R. E.; HIDDAYAT, E. M. and PENICK, J. Features which separate least effective from most effective science teachers. Journal of Research in Science Teaching, v. 25, n. 3, p. 165-167, 1988.

Brasil

Brasil

Proyecto 2000+: cambiando la enseñanza de la ciencia para el siglo XXI

Resumen

Fechas de Publicación