-----------> ENGLISH (ORIGINAL MESSAGE - traduction suit)
* Title * Education in Science-Technology-Society
* Author * Abraham Blum, Israel.
___________
* Note from the moderator *
Mr Blum has sent a long text that presents two illustrations, that may be used
as experience files for the dossier of proposals. One is about Harari
Report in
Israel, the other about the Yahas Curriculum project. Given the lenght of the
text, I decided to divide it into two illustration files that will be sent in
two separate mesages. In such cases, I will firstly only translate a resume of
the illustration in the other language. Therefore, in the case of Mr Blum
text,
you will find the whole text in English, and a resume of it in French. This
message presents the Harari report.
Yours sincerely,
Lydia Nicollet
Moderator of EE forum
°°° Resume °°°
The report presents interesting recommandations to integrate science in the
non
scientific curriculum.
_______________
** Original Text **
EE in the realm of Science-Technology-Society education
The Harari Report
In the beginning of the 1990's, the Israeli Ministry of Education set up a
committee to suggest how science teaching could be made meaningful for the
majority of high school students who do not major in a scientific subject and
actually attend science courses only up to 9th grade (aged 15). The committee,
headed by Prof. Harari, came up with some revolutionary recommendations, which
were taken up by the Ministry of Education. Among other points, the "Harari
Report" recommended that all "non-science" students in senior high school
(10th
to 12th school year) should study a new subject called "Science and Technology
in Society" (STS).
The idea was to prepare science and technology literate citizens who could
take
part in the democratic decision making process about public issues, the
understanding of which demands that kind of literacy. In Israel, 96 percent of
youngsters at that age level (16-18) are still attending school. They are in a
developmental stage, in which they take a keen interest in public affairs, and
are open to ideas how these could be handled in a better way.
The commission also made it clear that the STS approach means to choose a
number of relevant topics and to prefer depth rather than "coverage".
Therefore, no mandatory syllabus was devised. Curriculum development teams
were
invited to prepare modules (teaching-learning packages), from which teachers
could choose. The modules should leave room for the teacher to add or delete
learning activities. Thus, not all students would study the same topics, but
all would be introduced into the integrated approach, which was described in
the curriculum guidelines. As a consequence, no nationwide examinations were
expected, and instead of a final "paper and pencil" examination, a "portfolio"
of students' achievements during the whole period of their studies would be
compiled and serve as basis for the final evaluation.
Clearly, this new school subject opened a new and excellent opportunity to get
EE elements into the senior high school curriculum, where only relatively few
schools have opted for the elective subject Environmental Studies. At that
level of formal education, schools tend to concentrate on subjects which are
needed for matriculation.STS is a subsject which is planned to become
compulsory for the majority of students.
Abraham Blum
03.01
-----------> FRANCAIS (attention : ceci est une traduction automatique révisée
uniquement pour en éliminer les contresens)
* Titre * Enseignement en Science-Technologie-Societe (resume)
* Auteur * Abraham Blum, Israel.
____________
* Note de la moderatrice *
M Blum a ecrit un long texte presentant deux illustrations, qui pourront faire
l'objet de fiches d'experience pour le cahier de propositions. L'une traite du
rapport Harari, l'autre des programmes d'etudes Yahas. Le texte etant trop
long, je l'ai divise en deux fiches d'illustration qui feront l'objet de deux
messages differents. Le present message traite du rapport Harari. De par la
longueur des messages, je ne traduirai qu'un resume de chaque fiche
d'experience, les traductions integrales des textes se feront au fur et a
mesure, avec l'aide je l'espere d'une equipe elargie pour assurer toutes les
traductions. De fait, vous trouverez ci dessous le resume du texte de M. Blum.
Vous pouvez vous referer a la version originale, en anglais, si vous pouvez le
lire, pour avoir la version integrale.
Bien cordialement,
Lydia Nicollet
Moderatrice du forum
°°° Resume du texte de M. Blum°°°
* EE dans le royaume de l'education en Science-Technologie-Societe *
Le rapport Harari
Au debut des annes 1990, le Ministere israelien de l'Education a monte un
comite pour proposer comment l'enseignement des sciences pourrait prendre un
sens pour la majorite des lyceens qui ne font pas des etudes scientifiques et
qui ne suivent des cours en sciences que jusqu'a l'age de 15 ans. Le comite,
mene par le Prof. Harari, a elabore quelques recommandations revolutionnaires
qui ont ete prises en compte par le Ministere de l'Education. Parmi d'autres
points, le "rapport Harari" a recommande que tous les lyceens
"non-scientifiques" (correspond aux 10e a 12e annee d'ecole) devraient etudier
une nouvelle matiere appelee " Science et Technologie dans la Societe
"(STS).
Abraham Blum
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