Zusammenfassung
Was Naturwissenschaftsdidaktiker mit „Scientific Literacy“ tatsächlich meinen, wird vor allem in den Unterrichtsmethoden deutlich, mit denen sie ihre persönlichen Theorien veranschaulichen.31 Die unterschiedlichen Elemente innerhalb einer Unterrichtsstunde, die darauf abzielen, bei den Schülerinnen und Schülern einen höheren Grad an Scientific Literacy zu erreichen, zeigen nicht nur präzise, wie der Lehrende Scientific Literacy definiert, sondern auch das Ausmaß, in dem Praxis genutzt werden kann, um die Anforderungen jeder individuellen Definition zu erfüllen.
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Evans, R.H., Koballa, T.R. (2002). Umsetzung der Theorie in die Praxis. In: Gräber, W., Nentwig, P., Koballa, T., Evans, R. (eds) Scientific Literacy. VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-322-80863-9_7
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DOI: https://doi.org/10.1007/978-3-322-80863-9_7
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