Bildung-Oriented Science Education: A Critical Review of Different Visions of Scientific Literacy
Keywords:
scientific literacy, Bildung-oriented science education, diverse perspectives, cultural context, ethical dimensionsAbstract
This critical review and meta-analysis delve into the multifaceted landscape of scientific literacy within the framework of Bildung-oriented science education. Through a systematic examination of literature, this study uncovers four key themes: First, it reveals diverse perspectives on scientific literacy, ranging from traditional views centered on factual knowledge acquisition to contemporary perspectives emphasizing critical thinking, ethics, and cultural relevance. These varied viewpoints underline the dynamic nature of scientific literacy. Second, the study highlights the profound influence of cultural and societal context on the definition of scientific literacy. It underscores that cultural values and historical experiences shape how different communities interpret scientific literacy, necessitating culturally responsive science education. Third, the analysis underscores the vital role of ethical and moral dimensions in scientific literacy within the Bildung-oriented framework. Ethical awareness and moral reasoning are essential for navigating complex ethical dilemmas in scientific advancements. Lastly, the study emphasizes the critical importance of teacher preparation and professional development. Educators must possess not only content knowledge but also pedagogical skills that foster critical thinking, ethical reflection, and cultural inclusivity. This study contributes to a deeper understanding of scientific literacy's dynamic nature, cultural sensitivity, ethical dimensions, and the indispensable role of educators. It advocates for a holistic approach to scientific literacy that equips individuals to engage responsibly and ethically with the complexities of our modern world.
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