© 2002

Global Science Literacy

  • Victor J. Mayer

Part of the Science & Technology Education Library book series (CTISE, volume 15)

Table of contents

  1. Front Matter
    Pages i-xiii
  2. Foundations for Global Science Literacy

    1. Front Matter
      Pages 1-2
    2. Victor J. Mayer, Akira Tokuyama
      Pages 3-24
    3. Victor J. Mayer, Rosanne W. Fortner
      Pages 25-35
    4. Victor J. Mayer, Yoshisuke Kumano
      Pages 37-49
  3. Appropriate Learning Environments

    1. Front Matter
      Pages 51-52
    2. William Slattery, Victor J. Mayer, E. Barbara Klemm
      Pages 93-107
    3. Hiroshi Shimono, Masakazu Goto
      Pages 129-135
    4. Fernando Lillo, José Lillo
      Pages 137-146
    5. Jeonghee Nam, Victor J. Mayer
      Pages 147-156
  4. Issues in Structuring Curriculum

    1. Front Matter
      Pages 157-157
    2. E. Barbara Klemm
      Pages 169-185
    3. Roger David Trend
      Pages 187-201
    4. Victor J. Mayer, Hiroshi Shimono, Masakazu Goto, Yoshisuke Kumano
      Pages 217-238
  5. Back Matter
    Pages 239-242

About this book


The authors propose the science curriculum concept of Global Science Literacy justifying its use internationally with reference to the nature of science, the probable direction of science in the new millennium, the capability for GSL to develop inter-cultural understanding, and its relevance to non-Western cultures and traditions. GSL curricula are organized conceptually rather than by science discipline, include objectives from the social studies construct of global education, and represent the broad spectrum of science methodologies, not just those of the physical sciences typical of current curricula. The book is recommended reading for all who are interested in the future of science curricula and interested in considering a non-traditional viewpoint. Curriculum developers and researchers, future teachers and graduate students in general curriculum courses, science education courses and social studies education courses, and their professors should be particularly interested. The book is divided into three sections. In the first section, the concept of Global Science Literacy and the justification of its use for science curricula internationally are developed. The second section describes learning environments that are especially appropriate for GSL curricula. The third and last section provides ideas and approaches for developing aspects of GSL curricula.

Editors and affiliations

  • Victor J. Mayer
    • 1
  1. 1.The Ohio State UniversityColumbusUSA

Bibliographic information