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Very specific science competencies (like those listed under ‘Developing Investigative Skills and Attitudes’ in Science in the New Zealand Curriculum, pages 44-47, are readily accommodated under the subset ‘logical thinking’. The wider science competencies which are needed for a much more liberal interpretations of ‘investigating’, e.g. Watson, Goldsworthy and Wood-Robinson (1999) - their menu comprises classifying and identifying, fair testing, pattern seeking, investigating models, exploring and making things or developing systems - would seem to be readily available in this list of essential competencies. But going even wider, we have been at pains to argue here (principle 7) that, additionally, recent years have seen a highly significant socio-cultural turn in the orientation of science education internationally. Science competencies now need to address not just questions of thinking, but also questions of being - issues of belonging, ownership, cultural identity; and questions about the kind of world one wants to live in and, ultimately, the kind of person one wants to be. These will almost certainly be needed in the science education of the future. For example, mapping the six Future Focussed Themes on to our proposed essential competencies (Figure 4) suggested that “bicultural and multicultural awareness” and “education for a sustainable future” have a cross-cutting character which demands that ‘thinking and being’ would now be an appropriate overarching rubric for cross-cutting competencies.

Cross-cutting competency

THINKING AND BEING

Bicultural and multicultural awareness

Education for a sustainable future

# Creativity

# Metacognition

Including …

-     Critical thinking

-     Logical thinking

-     Learning to learn

# Belonging

Including  …

-     Motivation

-     Connectedness

From TKI | NZ Curriculum Marautanga Project | What’s happening | Science ­|  Reframing the essential skills        

http://www.tki.org.nzcurriculum/whats_happening/index_e.phppage 8 of 11

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