Abstract
Gerhard Schaefer (1998), in his keynote address at the second International IPN-Symposium on Scientific Literacy, thought about educational aims for citizens in a changing world: “Taking into account the growing complexity of our world, caused by the opening of national borders and by almost infinite electronic communication and the increasing speed of global ecological, economic and political changes, number one of the educational challenges of the next century seems to be: high flexibility, both in storing and using knowledge and in international communication.” Thus, he argues for “life-competence” as a goal of school education. This ESERA symposium focussed on the part the sciences have to play to contribute to this goal. Three examples from educational research and classroom teaching illustrate the theoretical references of the second International Symposium on Scientific Literacy.
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Gräber, W. et al. (2001). Scientific Literacy: From Theory to Practice. In: Behrendt, H., et al. Research in Science Education - Past, Present, and Future. Springer, Dordrecht. https://doi.org/10.1007/0-306-47639-8_6
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DOI: https://doi.org/10.1007/0-306-47639-8_6
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