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Key Issues and Contextual Factors in Professional Development of Preservice Science Teachers
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Key Issues and Contextual Factors in Professional Development of Preservice Science Teachers
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Key Issues and Contextual Factors in Professional Development of Preservice Science Teachers
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Book Chapter
Key Issues and Contextual Factors in Professional Development of Preservice Science Teachers
2002
Overview
In view of the overly high expectations of people in a world of conflicting/competing values and finite unevenly distributed resources, modern life has turned into a continuous process of problem solving and decision making, or decision selecting, from either available or as-yet-to-be generated options (Zoller, 1991). However, although science and technology may be useful in establishing what we can do, neither of them (solely or jointly) can tell us what we should do. The latter requires the application of value of judgments by socially responsible, rational citizens as an integral part of their critical system thinking capacity, which, in turn, requires evaluative thinking by capable, rational science-literate citizens (Zoller, 1990, 1993, 1996). Thus, a major goal of contemporary science education is the development of the students' higher-order cognitive skills (HOCS) of reasoning, critical thinking, problem-solving, and decision-making capabilities in the context of both the specific content and processes of science and the reality-based science-tech-nology-environment-society (STES) interfaces, so they can be effectively functioning citizens (Zoller, 1990). The ultimate goal is autonomous, science-literate and educated learners who are capable not only of knowing but also of thinking, meaning the development of students' HOCS capacity (Zoller, 1993, 1997).
