Herkes İçin Bilimsel Okuryazarlık

Ülkelerin eğitim sistemlerinde karşılaştıkları sorunlar için çözüm üretme projeleri her geçen gün daha fazla ağırlık kazanmaktadır. Reform hareketlerinde ortaya konulan motivasyon bunun en somut örneğidir. Bu bağlamda son yılların reform hareketleri incelendiğinde en çok öne çıkan kavramın bilimsel okuryazarlık olduğu görülmektedir. Buna karşın 1950’lerden beri kullanılagelen ve hemen herkes tarafından kabul gören bilimsel okuryazarlığın zihinlerde ortak bir çağrışımının olmadığını, farklı yaklaşımlarla gündeme taşındığını söylemek mümkündür. Bu araştırmada da bu hususa dikkat çekerek bilimsel okuryazarlık kavramının araştırmacıların belirlenmesi ve herkes için bir hedef olarak sunulup sunulamayacağının tartışılması amaçlanmıştır. Bu amaçla çok yönlü literatür taraması yapılmış ve bilimsel okuryazarlığın genel eğitim perspektifi içerisinde herkes için bir hedef olması gerektiği ortaya konulmaya çalışılmıştır

Scientific Literacy For All

Projects that developed for solving problems faced within education systems of countries seemed to get great attention day to day. The motivation of reform projects can be shown as the most concrete sample for that. Within this context one of the most popular concepts of current reform movements is seen to be scientific literacy. However, altough scientific literacy is used since 1950’s and accepted by nearly everyone, a consensus on scientific literacy can not be claimed. In this research by paying attention to this issue, it is aimed to examine the history of scientific literacy, to view the definitions of different researchers, to determine its subdimensions and to discuss if scientific literacy should be a goal for all. For this, a widespread search is done and scientific liretacy is tried to be shown as a goal for all within the general education perspective

Keywords:

Scientific Literacy, Nature of Science ScienceTechnology-Society,

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