Abstract
In June 1993 Australia produced the final draft of its national science curriculum. The author argues that this document is fatally flawed, as it attempts to treat science education as a vehicle for dealing with a myriad social and moral concerns that are unrelated to science. This ideological approach presents a serious obstacle to good science teaching and creates a confused and distorted image of science. The pitfalls of the Australian science curriculum should be avoided by other nations that are attempting to improve science teaching.
Zusammenfassung
Im Juni 1993 legte Australien die Endversion seinen nationalen wissenschaftlichen Curriculums vor. Der Autor argumentiert, daß dieses Dokument eklatante Lücken aufweise, da versucht werde, nicht mit Wissenschaft zusammenhängende soziale und moralische Belange mit wissenschaftlicher Erziehung zu begegnen. Dieser ideologische Ansatz stellt ein ernsthaftes Hindernis für einen qualifizierten wissenschaftlichen Unterricht dar und erstellt ein konfuses und verdrehtes Bild der Wissenschaft. Die Unzulänglichkeiten des australischen wissenschaftlichen Curriculums sollten von anderen Nationen, die eine Verbesserung des wissenschaftlichen Curriculums anstreben, vermieden werden.
Résumé
En juin 1993, l'Australie a achevé la version finale de son programme national pour l'enseignement des sciences. L'auteur soutient que ce projet est voué à l'échec, étant donné qu'il se sert de l'enseignment scientifique comme support à une myriade de questions sociales et morales sans relation avec la science. Cette approche idéologique fait sérieusement obstacle à un enseignement des sciences convenable et reflète une image confuse et déformée de cette discipline. Les autres pays qui s'emploient actuellement à améliorer leur enseignement scientifique doivent éviter les pièges du programme australien.
Sumario
En junio de 1993, Australia finalizó el delineamiento de su currículo nacional de la ciencia. El autor indica que el documento presenta grandes defectos, ya que intenta hacer de los estudios científicos un vehículo que se ocupe de una infinidad de asuntos sociales y morales no relacionados con la ciencia. Este enfoque ideológico presenta un serio obstáculo para la eficaz formación científica, creando una imagen confusa y distorsionada de la misma. Los defectos del currículo australiano de la ciencia deberían ser evitados por otras naciones que intentan mejorar la enseñanza científica.
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Maratos, J. Ideology in science education: The Australian example. Int Rev Educ 41, 357–369 (1995). https://doi.org/10.1007/BF01103034
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DOI: https://doi.org/10.1007/BF01103034