当前位置: X-MOL 学术Journal of Baltic Science Education › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
ROLE AND MEANING OF FUNCTIONAL SCIENCE, TECHNOLOGICAL AND ENGINEERING LITERACY IN PROBLEM-BASED LEARNING
Journal of Baltic Science Education ( IF 1.1 ) Pub Date : 2019-02-12 , DOI: 10.33225/jbse/19.18.132
Zvonka Cencelj 1 , Metka Kordigel Aberšek 2 , Boris Aberšek 2 , Andrej Flogie 2
Affiliation  

In today’s society literacy, especially functional literacy, is becoming a serious issue (OECD, 2000, PISA, 2015). Today’s society requires the educational system to train as many people as possible to achieve higher cognitive ways of thinking (OECD, 2009, 2011, 2014), therefore it is necessary to take into consideration the distinctive features of the educational field, where the student is not only the object of teaching but also the subject of its own control and change, and structuralism as the fundamental premise must be replaced with cognitive science (Bermudez, 2010, Aberšek, Borstner & Bregant, 2014). It should be emphasized that acquiring knowledge is a complex and deliberate process, in which conclusions, summaries and predictions are formed, and the knowledge acquired in this way enables the anticipation of situations and the choice of appropriate reactions in these situations. The starting point for cognitive psychologists in trying to provide answers to the questions of how the human brain memorizes and learns, therefore, is to look for an internal mechanism that controls human thinking and the acquisition of knowledge, whereby functional literacy is of key importance (OECD, 2000, PISA, 2015, PIRLS, 2016). In today’s science, reading is understood as an active process in which the reader constructs meaning from a text by assimilating information from the text with their existing background knowledge and previous knowledge about the subject of the text. In doing so, sophisticated readers apply a number of cognitive strategies (Fisher, Frey & Lapp, 2009) in order to decide what is important for them in the text, organize what they have read into networks of hierarchical concepts, relate new knowledge to what they already know, and evaluate what they have read. These strategies include: asking questions, developing connections, and, which is especially important, creating inferential bridges, which refer to the forming of logical connections between information in the text (Aberšek et al, 2017). There is no doubt about the above mentioned in the science of reading, and so the question arises, to what extent school curricula are able to Zvonka Cencelj Primary School Vransko-Tabor, Slovenia Metka Kordigel Aberšek, Boris Aberšek, Andrej Flogie University of Maribor, Slovenia Abstract. Literacy, in particular functional

中文翻译:

功能科学、技术和工程素养在基于问题的学习中的作用和意义

在当今社会,扫盲,尤其是功能性扫盲,正成为一个严重的问题(经合组织,2000 年,PISA,2015 年)。当今社会要求教育系统培养尽可能多的人以达到更高认知的思维方式(OECD, 2009, 2011, 2014),因此有必要考虑教育领域的鲜明特点,学生所在的领域。不仅是教学的对象,而且是其自身控制和变化的主体,结构主义作为基本前提必须被认知科学取代(Bermudez,2010;Aberšek,Borstner&Bregant,2014)。需要强调的是,获取知识是一个复杂而深思熟虑的过程,在这个过程中会形成结论、总结和预测,以这种方式获得的知识能够预测情况并在这些情况下选择适当的反应。因此,认知心理学家试图为人类大脑如何记忆和学习的问题提供答案的出发点是寻找一种控制人类思维和知识获取的内部机制,其中功能性读写能力至关重要。经合组织,2000 年,PISA,2015 年,PIRLS,2016 年)。在今天的科学中,阅读被理解为一个主动的过程,在这个过程中,读者通过从文本中吸收信息以及他们现有的背景知识和关于文本主题的先前知识来构建文本的意义。在这样做时,老练的读者会应用许多认知策略(Fisher、Frey & Lapp,2009)为了决定课文中对他们来说什么是重要的,将他们阅读的内容组织成分层概念网络,将新知识与他们已经知道的内容联系起来,并评估他们阅读的内容。这些策略包括:提出问题、建立联系,尤其重要的是,创建推理桥梁,这是指在文本信息之间形成逻辑联系(Aberšek 等,2017)。毫无疑问,在阅读科学中提到了上述内容,因此问题出现了,学校课程在多大程度上能够 斯洛文尼亚 Vransko-Tabor Zvonka Cencelj Primary School Vransko-Tabor Metka Kordigel Aberšek, Boris Aberšek, Andrej Flogie University of Maribor,斯洛文尼亚摘要。识字,特别是功能性 将他们读到的内容组织成分层概念的网络,将新知识与他们已经知道的内容联系起来,并评估他们阅读的内容。这些策略包括:提出问题、建立联系,尤其重要的是,创建推理桥梁,这是指在文本信息之间形成逻辑联系(Aberšek 等,2017)。毫无疑问,在阅读科学中提到了上述内容,因此问题出现了,学校课程在多大程度上能够 斯洛文尼亚 Vransko-Tabor Zvonka Cencelj Primary School Vransko-Tabor Metka Kordigel Aberšek, Boris Aberšek, Andrej Flogie University of Maribor,斯洛文尼亚摘要。识字,特别是功能性 将他们读到的内容组织成分层概念的网络,将新知识与他们已经知道的内容联系起来,并评估他们阅读的内容。这些策略包括:提出问题、建立联系,尤其重要的是,创建推理桥梁,这是指在文本信息之间形成逻辑联系(Aberšek 等,2017)。毫无疑问,在阅读科学中提到了上述内容,因此问题出现了,学校课程在多大程度上能够 斯洛文尼亚 Vransko-Tabor Zvonka Cencelj Primary School Vransko-Tabor Metka Kordigel Aberšek, Boris Aberšek, Andrej Flogie University of Maribor,斯洛文尼亚摘要。识字,特别是功能性 提出问题,建立联系,尤其重要的是,创建推理桥梁,这是指在文本信息之间形成逻辑联系(Aberšek 等,2017)。毫无疑问,在阅读科学中提到了上述内容,因此问题出现了,学校课程在多大程度上能够 斯洛文尼亚 Vransko-Tabor Zvonka Cencelj Primary School Vransko-Tabor Metka Kordigel Aberšek, Boris Aberšek, Andrej Flogie University of Maribor,斯洛文尼亚摘要。识字,特别是功能性 提出问题,建立联系,尤其重要的是,创建推理桥梁,这是指在文本信息之间形成逻辑联系(Aberšek 等,2017)。毫无疑问,在阅读科学中提到了上述内容,因此问题出现了,学校课程在多大程度上能够 斯洛文尼亚 Vransko-Tabor Zvonka Cencelj Primary School Vransko-Tabor Metka Kordigel Aberšek, Boris Aberšek, Andrej Flogie University of Maribor,斯洛文尼亚摘要。识字,特别是功能性 学校课程在多大程度上能够 斯洛文尼亚 Vransko-Tabor Zvonka Cencelj 小学 Metka Kordigel Aberšek、Boris Aberšek、Andrej Flogie 斯洛文尼亚马里博尔大学 摘要。识字,特别是功能性 学校课程在多大程度上能够 斯洛文尼亚 Vransko-Tabor Zvonka Cencelj 小学 Metka Kordigel Aberšek、Boris Aberšek、Andrej Flogie 斯洛文尼亚马里博尔大学 摘要。识字,特别是功能性
更新日期:2019-02-12
down
wechat
bug