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A Reconstructed Vision of Environmental Science Literacy: The case of Qatar

Show simple item record Khishfe R.
dc.contributor.editor 2014 2017-10-03T15:58:50Z 2017-10-03T15:58:50Z 2014
dc.identifier 10.1080/09500693.2014.951980
dc.identifier.issn 09500693
dc.description.abstract The purpose of this study was twofold: (a) develop a conceptual framework for environmental science literacy; and consequently (b) examine the potential of science standards-curricula to prepare environmentally literate citizens. The framework comprised four pillars: science content knowledge, scientific inquiry, nature of science (NOS), and socioscientific issues (SSI). A conceptual understanding of these pillars as interconnected was presented and justified. Then the developed framework was used to examine the potential of the Qatari science standards to prepare environmentally literate citizens. Results showed that the secondary Qatari science standards generally take up the pillars of science content and scientific inquiry in an explicit manner. The NOS pillar is rarely addressed, while the SSI pillar is not addressed in the objectives and activities in a way that aligns with the heavy emphasis given in the overall aims. Moreover, the connections among pillars are mostly manifested within the activities and between the science content and scientific inquiry. The objectives and activities targeting the environment were less frequent among the four pillars across the Qatari standards. Again, the connections related to the environment were less frequent in conformity with the limited environmental objectives and activities. Implications from this study relate to the need for the distribution of the four pillars across the standards as well as the presentation of the different pillars as interconnected.
dc.format.extent Pages: (3067-3100)
dc.language English
dc.publisher Routledge; ABINGDON
dc.relation.ispartof Publication Name: International Journal of Science Education; Publication Year: 2014; Volume: 36; no. 18; Pages: (3067-3100);
dc.source Scopus
dc.title A Reconstructed Vision of Environmental Science Literacy: The case of Qatar
dc.type Article
dc.contributor.affiliation Khishfe, R., Department of Education, American University of BeirutBeirut, Lebanon
dc.contributor.authorAddress Khishfe, R.; Department of Education, American University of BeirutLebanon
dc.contributor.authorCorporate University: American University of Beirut; Faculty: Faculty of Arts and Sciences; Department: Education;
dc.contributor.authorDepartment Education
dc.contributor.faculty Faculty of Arts and Sciences
dc.contributor.authorInitials Khishfe, R
dc.contributor.authorReprintAddress Khishfe, R (reprint author), Amer Univ Beirut, Dept Educ, Beirut, Lebanon.
dc.contributor.authorUniversity American University of Beirut
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dc.description.citedTotWOSCount 0
dc.description.citedWOSCount 0
dc.format.extentCount 34
dc.identifier.scopusID 84907733466
dc.relation.ispartOfISOAbbr Int. J. Sci. Educ.
dc.relation.ispartOfIssue 18
dc.relation.ispartofPubTitle International Journal of Science Education
dc.relation.ispartofPubTitleAbbr Int. J. Sci. Educ.
dc.relation.ispartOfVolume 36
dc.source.ID WOS:000342820600004
dc.type.publication Journal
dc.subject.otherAuthKeyword Environmental Education
dc.subject.otherAuthKeyword Nature of Science
dc.subject.otherAuthKeyword Science Content Knowledge
dc.subject.otherAuthKeyword Science Literacy
dc.subject.otherAuthKeyword Scientific Inquiry
dc.subject.otherAuthKeyword Socioscientific Issues
dc.subject.otherKeywordPlus HIGH-SCHOOL-STUDENTS
dc.subject.otherKeywordPlus SCIENTIFIC LITERACY
dc.subject.otherKeywordPlus DECISION-MAKING
dc.subject.otherKeywordPlus SOCIOSCIENTIFIC ISSUES
dc.subject.otherKeywordPlus CONTENT KNOWLEDGE
dc.subject.otherKeywordPlus TEACHERS CONCEPTIONS
dc.subject.otherKeywordPlus ARGUMENTATION
dc.subject.otherKeywordPlus GENETICS
dc.subject.otherKeywordPlus EDUCATION
dc.subject.otherKeywordPlus INQUIRY
dc.subject.otherWOS Education and Educational Research

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