Cultivation of Science Teachers’ Information Literacy in China

Haibin Sun, Tingting Liu

Abstract


In the paper, we focus on the information literacy of science teachers in China. Information literacy encompasses knowledge of one’s information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information. Science teachers should have information literacy which is a basic capability to carry out their everyday teaching lives. Science teachers should be sensitive to information resources in daily life, reinforce technology skills and integrate information technology with their instruction, and learn how to make use of WWW resources in their classroom. Constructivism theory can help teachers better integrate information technology with science education and promote instructional quality of teaching.


Full Text: PDF DOI: 10.5539/ies.v2n3p147

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

International Education Studies ISSN 1913-9020 (Print), ISSN 1913-9039 (Online)

Copyright © Canadian Center of Science and Education

To make sure that you can receive messages from us, please add the 'ccsenet.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.