The Function Of Geography Curriculum In Scientific Literacy

Scientific literacy has been highly valued by domestic and international science educators as well as by society in general.Under the current basic education curriculum reform,as an important aspect of the “core competences of Chinese students”,scientific literacy has become a common issue of concern for educators.In the field of geography education,we have a responsibility to consider these questions: What is the educational value of geography in scientific literacy? How to construct a system of geography curriculum that functions to build scientific literacy? How to select and structure the content of geography courses aimed at cultivating scientific literacy? With these three questions in mind,this study conducted a systematic investigation into the role of geography curriculum regarding scientific literacy development,and then derived a proposed a geography curriculum content architecture.First,the author reviewed the scientific literacy content frameworks work of predecessors using the literature method.Second,the geography curriculum standards of Singapore,Finland,Canada,the United States and China were selected as samples for examination and coded according to the established scientific literacy content framework.The coding results were evaluated using kappa value and percentage agreement to establish the reliability.Based on quantitative and qualitative analysis of the coding results,what different aspects of geography curriculum content operate to develop scientific literacy functions to what degree was determined.Using these findings,a geography curriculum content architecture,focused on scientific literacy function development,and having five key dimensions was developed.Several key determinations were made in this study:First,the scientific literacy functions that develop from a geography education system were identified.Geography curriculum shows varying degrees of function development in specific aspects of scientific literacy,with significant function development occurring in content about scientific knowledge,basic scientific methods,graphic skills,inductive and deductive reasoning,causality,STSE interrelation,and application of science in production and life.Potential function development was found to occur in other geography content,such as communicating using a variety of means,hands-on minds-on science activity,ensuring objectivity of science,and using assumptions in science.Using these findings,a geography curriculum content architecture focused on scientific literacy function development was developed.1)In the dimension of scientific knowledge,geography curriculum should increase procedural and cognitive scientific knowledge,and translate some content scientific knowledge into procedural science knowledge.2)In the dimension of investigative nature of science,geography curriculum can play a role in “basic scientific methods” through applying geospatial technology,models or computer simulations,surveys and observations.It can play a role in “communication skills” through using geographic terms,concepts and symbols.It can also play a direct role in “using graphs,tables,and charts” through the use maps,tables,charts,satellite charts.And,it can play a role in "hands-on science activities" by using geographic media,creating geographic representations and models,and constructing mental maps.3)In the dimension of science as a way of knowing,geography curriculum should add deductive reasoning and reduce inductive reasoning in regard to “induction and deductive reasoning”.It can play a role in “evaluating scientific inquiry” through the evaluation of research processes,the evaluation of research methods,the evaluation of scientific data and evidence,and the evaluation of scientific research results.4)In the dimension of STSE,geography curriculum can directly facilitate “S-T-S-E interrelationships” through the elements of scientific,technological,social and environmental and the multiple relationships.Content about the careers and jobs in geographical fields and some issues in environmental ethics should be increased.5)In the dimension of scientific values and attitudes,geography curriculum should play a role in “attention to the frontiers of science and technology” through instruction on technologies for water resources,astronomy,geographic information,and virtual science.It should play a role in “awareness of science history and scientists' biographies” through the history of the geographical exploration,maps,and geographical thoughts.