Zusammenfassung
Naturwissenschaftsdidaktiker haben inzwischen eine gemeinsame Vorstellung von der umfassenden Zielsetzung entwickelt, Scientific Literacy zu erreichen. Die Zusammenfassung des Diskussionsstandes in Forschung und Lehre und eine Interpretation des Begriffs werfen jedoch neue Fragen auf, und der Prozeß des Nachfragens dauert an. Nach der anfänglichen Klärung des Begriffs Scientific Literacy folgt sogleich die Aufgabe, das beschriebene Ziel in konkrete Bildungspolitik umzusetzen, in Programme an Schulen und konkrete Unterrichtspraktiken. Das Vorhaben, Scientific Literacy zu erreichen, ist allerdings nicht unumstritten. Naturwissenschaftsdidaktiker müssen die vorgebrachte Kritik, das Streben nach Scientific Literacy sei ein falsches und fehlgeleitetes Ziel, einerseits zur Kenntnis nehmen und ihr andererseits entgegentreten. Scientific Literacy muß dadurch Realität werden, daß wir uns den Schwierigkeiten stellen, die die Veränderung eines komplexen und dynamischen Systems mit sich bringt.
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Bybee, R.W. (2002). Scientific Literacy — Mythos oder Realität?. 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_2
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