Dannelse i Fysik C
IND's studenterserie nr. 81. Masterafhandling - Master i scienceundervisning.
Morten Terp Randrup, 2019.
Vejleder: Helle Mathiasen
After a short introduction, this paper begins with the formulation of the main question “How do you facilitate scientific literacy in physics at C-level?” which is going to be the focal point throughout the paper. In order to answer the question, it soon becomes evident, that it is necessary first to investigate the different understandings of the notion scientific literacy as many different definitions can be found in the literature. The first part of the paper consists of this investigation. At the end of this part the following definition of scientific literacy is chosen: To be scientific literate means to make use of scientific methods when reflecting upon experiences and engage scientifically in problems outside the school.
The second part of the paper consists of the formulation of two school projects for the Danish secondary schools, that should help the students reach higher levels of scientific literacy. This part builds among other things upon the book Looking to the Future – Building a Curriculum for Social Activism by Derek Hodson and centers around the notion of social scientific issues as a certain type of questions, that students should engage with in order for them to gain a critical scientific literacy.
The third and last part of the paper is a study of the effects when testing the two school projects during the first year of two Danish school classes in a secondary school. During the test a wide variety of data was collected with regards to the students’ engagement in the projects and their reflections about their own participation. The data is analysed with special attention to signs, that the students had developed scientific literacy. The findings suggest, that the two school projects do indeed provide a mean of teaching that improve the students’ scientific literacy.