Author(s)

Mahmood Khalil¹, Reuven Lazarowitz², Rachel Hertz-Lazarowitz³

¹The College of Sakhnin, Academic College for Teacher Education, Sakhnin, Israel.
²Department of Education in Technology and Science, I.I.T—Technion, Haifa, Israel.
³Faculty of Education, University of Haifa, Haifa, Israel.

High school science curricula of the 21st century have to include science-technology content and pedagogical content knowledge in a continuous interaction in order to be relevant to students’ needs. Learning units, including science, technology and related societal issues written on the Science, Technology and Society (STS), approach have to use teaching/learning strategies, and learning settings, such as cooperative learning in small groups, individual learning and computer episodes, so students will acquire science-technology literacy connected to societal issues. This approach may provide integration and participation in the advance society, so students will be able to look and find a job based on their learning. Dreyfus (1995) emphasized the importance of moral and ethics education. Science knowledge is not only for academic achievement and mastery of cognitive and meta-cognitive skills, but to educate students on the affective domain being active in the community life based on moral and ethical values, and positive attitudes toward societal issues, like social justice. Preservation of the environment and peace, as other values are addressed in the learning units presented.

Curricula, Education, Inquiry, Content, Pedagogical Knowledge, and Societal Issues, Ethics and Moral Values

Khalil, M. , Lazarowitz, R. and Hertz-Lazarowitz, R. (2014) Biology High School Science Curricula for the 21st Century. Creative Education, 5, 1464-1478. doi: 10.4236/ce.2014.516164.