Natuurwetenskaplike geletterdheid en informele natuurwetenskaponderwys

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dc.contributor.author Maarschalk, J.
dc.date.accessioned 2009-03-05T08:17:01Z
dc.date.available 2009-03-05T08:17:01Z
dc.date.issued 2009-03-05T08:17:01Z
dc.identifier.uri http://hdl.handle.net/10210/2246
dc.description Inaugural lecture--Department of Education, Rand Afrikaans University, 15 October 1985 en
dc.description.abstract Informal science teaching, i.e. the teaching that occurs spontaneously and unplanned in all sorts of places (buses, over coffee, etc.) and at any time is identified in addition to formal teaching (schools) and non·formal teaching (extra classes, museums, radio, press, television, etc.) as of the utmost importance and a very necessary condition to promote scientific literacy. Scientific literacy is seen as a desire and cognitive preference to do and to want to do something of a scientific nature rather than the traditional view that reflects scientific competence or what you can do of a scientific nature. Underlying cognitive preference (what you do and want to do) is a hierarchy of values or value preference. Most projects and attempts to alleviate problems of science teaching and related scientific manpower problems handled symptoms and tried to manipulate well-known facts. A long term strategy would be to change the value systems of scientific illiterate societies through informal teaching so that science takes a higher place in the hierarchy of values. Research in which informal science teaching is taken both as independent and dependent variable is envisaged. en
dc.language.iso afr en
dc.rights University of Johannesburg en
dc.subject Informal science teaching en
dc.subject Non-formal teaching en
dc.subject Formal teaching en
dc.subject Science teaching en
dc.subject Scientific literacy en
dc.title Natuurwetenskaplike geletterdheid en informele natuurwetenskaponderwys en
dc.title.alternative Scientific literacy and informal science teaching en
dc.type Inaugural en

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