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|Title:||Global science literacy : definition, needs assessment and concerns for Cyprus|
|Authors:||Fortner, Rosanne W.|
Constantinou, Constantinos P.
|Keywords:||Education -- Mediterranean Region|
Science -- Study and teaching -- Standards -- Cyprus
Science -- Study and teaching -- Activity programs -- Cyprus
Cognitive styles -- Cyprus
|Publisher:||University of Malta. Euro-Mediterranean Centre for Educational Research|
|Citation:||Fortner, R.W. & Constantinou, C.P. (2003). Global science literacy : definition, needs assessment and concerns for Cyprus. Mediterranean Journal of Educational Studies, 8(1), 29-41|
|Abstract:||Global Science Literacy has as its goals to stimulate an interest in science, represent modern technological goals of science, develop international understanding, relate science to social needs, and develop thinking and problem-solving skills for the 21st Century. Such an approach is proposed as viable on an international basis for conceptual strength in integrated science courses. Assessment of GSL’s potential in Cyprus serves as an example of preparations needed and concerns to be addressed if GSL is to become the basis of the science curriculum. Toward this end, a survey of teachers throughout Cyprus identified teachers’ priorities for environmental issues and system science concepts their students should know, the teachers’ knowledge of those concepts and issues, and their current levels of teaching them. This paper will discuss the teachers’ relative perceptions of local and global understandings, Earth systems science, and teacher education issues involved in fostering Global Science Literacy.|
|Appears in Collections:||MJES, Volume 8, No. 1 (2003)|
MJES, Volume 8, No. 1 (2003)
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