Implementing Global Science Literacy

Victor J. Mayer (Ed.)

This book follows the publication of Global Science Literacy (2002) by Kluwer Academic Publishers. It expands on the arguments for a new type of science curriculum in that book for the secondary schools of the world. Instead of being based on each of the major disciplines as are almost all current science curricula, it suggested that curricula should be conceptually organized around the Earth system, include the science methodology of the system sciences, and capitalize on the cross-cultural characteristics of science to assist in establishing greater understanding of the contributions of all cultures. The first several chapters of the present book add additional support to Global Science Literacy (GSL) as a viable international basis for science curricula. Chapters describe the characteristics of Chinese culture and compares them to GSL characteristics, discuss research on science in an indigenous culture and the implications for GSL, and summarize research on science teaching in the field and its implications for GSL. Additional chapters describe national science curricula of Taiwan, the Peoples Republic of China, Singapore, Korea, Germany and Spain and the conditions for implementing GSL in those countries. The last several chapters describe experiences and programs for developing teachers of Earth Systems Education curricula and those based on Global Science Literacy. Over twenty individuals from twelve different countries contributed their expertise to the chapters in this book.

Contents and Contributors

Introduction. 1. Global Science Literacy: A Theoretical and Conceptual Foundation for Science Curricula; V.J. Mayer. 2. Earth as a System from the Perspective of Chinese Culture; J.M. Broadstock. 3. Indigenous Knowledge and Global Science Literacy: A Perspective from North America; E.M. Riggs. 4. The Outdoor as a Central Learning Environment in the Global Science Literacy Framework: From Theory to Practice; N. Orion. 5. Taiwan’s 1-9 Grades Science and Technology Curriculum Standards and GSL; C. Chang. 6. A Comparison of Korean and American Secondary School Students’ Understanding about Earth Systems Concepts and Environmental Topics; H. Lee. 7. Thomas Huxley and Earth System Science: Opportunities for Fostering Global Science Literacy in UK Schools; R. Trend. 8. The Application of GSL Philosophy to Science Education in The People’s Republic Of China; J. Yu. 9. Needs Assessment and Educational Climate for Global Science Literacy: The Case of Cyprus; R. Fortner and C.P. Constantinou. 10. Spanish Curricula and Global Science Literacy; J. Lillo. 11. Earth Systems Education in Germany; S. Hlawatsch, et. al. 12. Earth Systems Education and Global Science Literacy: The Singapore Experience; L. Hin and R. Subramaniam. 13. The Challenge of Global Science Literacy in Initial Education of Primary School Teachers in Portugal; L. Marques, et. al. 14. Global Science Literacy: From Geology Teaching to Earth System Science Teaching; P. Goncalves and C. Carneiro. 15. University and Public School Partnership for Training Secondary School Teachers in Global Science: A Brazilian Experience; M. Compiani and S. Figueiroa 16. Using Problem-Based Learning to Structure Online Teacher Professional Development; R. Myers. 17. Preparing Teachers for Systems Science Methodology; C. Kim. 18. Global Science Literacy Teacher Enhancement Programs; V.J. Mayer. 19. Teaching Global Science Literacy: A Professional Development or a Professional Change; N. Orion.

Published by the Earth Systems Education Program, The Ohio State University, Columbus, OH, USA. March 2003

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