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Volume 4 Issue 3 (2009)

Scientific Literacy and Purposes for Teaching Science: A Case Study of Lebanese Private School Teachers

Danielle Dani

pp. 289-299   |  Article Number: ijese.2009.012
Published Online: July 10, 2009

Full text PDF Citation
APA 6th edition
In-text: (Dani, 2009)
Your Bibliography: Dani, D. (2009). Scientific Literacy and Purposes for Teaching Science: A Case Study of Lebanese Private School Teachers . International Journal of Environmental and Science Education, 4(3), 289-299.
Harvard
In-text: (Dani, 2009)
Your Bibliography: Dani, D. (2009). Scientific Literacy and Purposes for Teaching Science: A Case Study of Lebanese Private School Teachers . International Journal of Environmental and Science Education, 4(3), pp. 289-299.
Chicago 16th edition
In-text: (Dani 2009)
Your Bibliography: Dani, Danielle (2009). "Scientific Literacy and Purposes for Teaching Science: A Case Study of Lebanese Private School Teachers ". International Journal of Environmental and Science Education 4 (3):289-299.

Abstract

In the United States and around the world, calls for educational reform stress the need for a scientifically literate population, prepared for the twenty-first century workforce. These calls have translated into new curricula, which in isolation, are not enough? Teachers play an essential role in the development of scientifically literate citizens. Their purposes for teaching science act as filters for acceptable learning and teaching activities. This paper examines the congruence of eight private school teachers’ purposes for teaching science, and aspects of scientific literacy in the Middle Eastern country of Lebanon. Findings are discussed in light of contextual factors that inform the operationalization of scientific literacy in practice.

Keywords: Scientific literacy, orientations to teaching science, social context.

References