DEVELOPMENT OF SCIENTIFIC SKILLS AND （科学技术和发展）.pdf

DEVELOPMENT OF SCIENTIFIC SKILLS AND VALUES IN PHYSICS EDUCATION V. M. Talisayon University of the Philippines INTRODUCTION Research in physics education at secondary and tertiary levels in recent years has focused more on concept learning or understanding than on skills and values development. Values development has received the least emphasis. The teaching of physics in lectures often stresses concepts and their relationships, while physics laboratory emphasizes, too, laboratory skills development. However, in the work place, the employability of physics graduates appears to hinge more on generic skills and values that are transferable to many areas of research, work and life, itself [1,2]. For the general population, the great majority of students who will not pursue a physics career, the teaching of physics for scientific literacy and science culture in a given society is a priority thrust in physics education. UNESCO has led international efforts towards scientific literacy, particularly, in developing countries, cognizant of the crucial role of science and technology in national development. Lately, international emphasis is on education for sustainable development, with 2005- 2014 declared as the United Nations Decade for Sustainable Development. Like scientific literacy, sustainable development is laden not only with concepts but also skills and values such as the development of human potential, moral, cultural and gender sensitivity, participatory democracy, collaboration, unity and peace. This chapter examines selected researches and perspectives on development of skills and values in physics teaching for patterns and trends and posits directions for the physics education community to consider. Skills nee