An Implication of System Thinking Paradigm in Current Science Education

Abstract:

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The purpose of this paper was to investigate the system thinking paradigm and current science education in a theoretical view and to discuss its implications with information technology. This is theoretical and philosophical research, and is divided into three parts: firstly, significant trends in science education during the late 20th Century are examined; secondly, the nature of the thinking paradigm are discussed, with a specific focus on system thinking; thirdly, the implications of the system thinking paradigm are discussed in relation to science education. The following results are then presented: 1) scientific literacy has emerged as the major goal of science education in the age of information; 2) the current thinking paradigm is changing from analytics to systemics in that it is concerned with interrelated components and systems as the property of the whole; and 3) in terms of its implications in science education, system thinking can be interpreted as the essential form of scientific literacy.

Info:

Periodical:

Key Engineering Materials (Volumes 277-279)

Edited by:

Kwang Hwa Chung, Yong Hyeon Shin, Sue-Nie Park, Hyun Sook Cho, Soon-Ae Yoo, Byung Joo Min, Hyo-Suk Lim and Kyung Hwa Yoo

Pages:

299-304

DOI:

10.4028/www.scientific.net/KEM.277-279.299

Citation:

M. H. Kim "An Implication of System Thinking Paradigm in Current Science Education", Key Engineering Materials, Vols. 277-279, pp. 299-304, 2005

Online since:

January 2005

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Price:

$35.00

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