科學素養的省思

Abstract

全民科學素養的培育自80年代以來已成為科學教育改革的主要目標。有關科學素養的定義和內容至今仍有學者提出一些不同的看法，特別是在多元文化的理念興起之後，更促使我們思索在非西方的情境下，本國科學教育所要培育學習之科學素養所應涵蓋的向度。基本上，科學素養代表著一組目標的集合，它同時也具有涵養上的多元性和層次性。至於培養全民科學素養的目的，應回歸到學習者之主體性來思考，讓學習者在學習科學的過程中，找到科學在自己生活中的定位，這樣的科學素養之提倡才別具意義。而科學素養的培育也應該是一動態和連續的過程，充分整合制式和非制式的學習機會，並促進學習者將所具備的科學素養落實到生活中的行動，都將是未來科學教育於倡導終身學習的社會中必須努力的方向。

The need for a scientifically literate person has been a major goal of science education for many countries since the 1980s. There exist a variety of definitions and interpretations of scientific literacy reflect different values position. Hence, there is a need to reflect upon what dimensions of scientific literacy we need in a non-Western context. Basically, scientific literacy expresses a set of multidimensional goals. An individual is considered science literate when that person is willing to learn about science in his everyday life. The development not just to the years in school. Integrating both formal and informal learning is important for achieving scientific literacy.