Chacón-Díaz Lucía B
Department of Teaching and Learning STEM Education, The Ohio State University, 1945 N. High Street, Columbus, OH 43210-1172 USA.
Cult Stud Sci Educ. 2023 Feb 18:1-11. doi: 10.1007/s11422-023-10150-x.
Science education has an important role in educating the public on learning strategies that will generate a scientific literate population. The challenges encountered in this time of crisis calls for individuals to make well-informed decisions, based on reliable information. Understanding scientific basic concepts can inform the population on making informed decisions that will protect and prosper their communities. This study applied a grounded theory approach to propose a framework for meta-learning as a strategy that enhances science understanding and cultivates trust toward science. Meta-learning in science education is contextualized during a time of crisis and four stages are suggested for the meta-learning process. In the first stage, the learner becomes aware of a situation and activates prior knowledge. In the second stage, the learner searches and evaluates reliable information. In the third stage, the learner adjusts their behavior based on the new knowledge. Finally, in the fourth stage, the learner embraces learning as an everlasting process and re-adjusts behavior accordingly. Through meta-learning practices in science education, learners can claim agency of their learning processes and embrace a lifelong learning endeavor that will benefit themselves and those around them.
科学教育在向公众传授学习策略方面发挥着重要作用，这些策略将培养出具有科学素养的人群。在这个危机时期所遇到的挑战要求个人基于可靠信息做出明智的决策。理解科学基本概念可以使民众做出明智的决策，从而保护和繁荣他们的社区。本研究采用扎根理论方法，提出了一个元学习框架，作为一种增强科学理解和培养对科学信任的策略。科学教育中的元学习在危机时期进行情境化，并为元学习过程提出了四个阶段。在第一阶段，学习者意识到一种情况并激活先前的知识。在第二阶段，学习者搜索并评估可靠信息。在第三阶段，学习者根据新知识调整自己的行为。最后，在第四阶段，学习者将学习视为一个永恒的过程，并相应地重新调整行为。通过科学教育中的元学习实践，学习者可以掌握自己学习过程的主动权，并接受终身学习的努力，这将使他们自己和周围的人受益。
