科学教育的新趋势和挑战

A. E. Adesina, Elizabeth Tosin Gabriel
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摘要

在尼日利亚,科学教育的学术成就、技能和态度结果都很糟糕。从基础教育到高等教育的学生,都缺乏21世纪的批判性思维、创造力、协作、沟通、公民意识、自律、时间管理、知识建构、解决问题、数字素养等技能,以及许多其他有利于就业和创业的积极技能。面对Covid-19和后Covid-19大流行,该国在科学教育教学中采用的传统、说教式、非启发式教学策略已经过时。美国国家科学教学协会(NSTA, 2012, 2020)推荐下一代科学标准(Next Generation Science Standard, NGSS)为通过技术整合和反思思维实现科学教育生产力的趋势路径。控制论、建构主义和行为主义理论支持了科学教育中技术与反思性思维的整合。实证研究结果同样证明了科学教学的技术性和反思性。科学教育中的技术整合面临挑战,科学教育中使用技术的FUD因素(恐惧、不确定性和疑虑),信息通信技术政策和计划不足,技术基础设施不足,信息通信技术技能和知识不足,对变革的态度不佳(维持现状),资金不足,管理和维护文化不佳,以及许多其他影响基础科学教育中有效技术整合的挑战。学校信息通信技术基础设施建设中的公私伙伴关系、充足的资金、科学教育教师的培训和再培训,将减轻在基础科学教育中有效利用技术以提高生产力的主要制约因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Emerging Trends And Challenges In Science Education
Science education has been recording dismal academic achievement, skills and attitudinal outcomes in Nigeria. The students, right from the basic education to the tertiary level lack 21st century skills of critical thinking, creativity, collaboration, communication, citizenship, self-regulation, time management, knowledge construction, problem solving, digital literacy skills and many other positive skills expedients for proper employability and entrepreneurship. The conventional, didactic, non-heuristic instructional strategy adopted in teaching science education in the country is already dated at the face of Covid-19 and post-Covid-19 pandemic. The National Science Teaching Association (NSTA, 2012, 2020) of America recommended the Next Generation Science Standard (NGSS) as the trending path to science education productivity through technology integration and reflective thinking. Cybernetics, constructivism and behaviorism theories buttressed the integrating of technology and reflective thinking in science education. Empirical findings equally justify teaching science technologically and with reflective thinking. There are challenges to technological integration in science education, the FUD factors (Fear, Uncertainties and Doubts) about the use of technology in science education, Inadequate ICTs policies and programmes, insufficient technological infrastructures, low ICTs skills and knowledge, poor attitudes to change (status quo sustenance), poor finance, poor management cum maintenance culture, and many other impinging challenges to effective technological integration in basic science education. Public-Private Partnerships (PPPs) in ICTs infrastructural development in schools, adequate funding, training and re-training of science education teachers will allay major constraints to effective utilization of technology in basic science education for enhanced productivity.
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