Abstract
This research aims to assess the levels of biological literacy (nominal, functional, structural, and multi-dimensional) among students of the third grade of scientific secondary school in Medina. To achieve the objectives of the research, the researcher used the descriptive and analytical method, and a sample of (340) students was selected by the random cluster method. A scale was prepared in the light of Project (2061) Vision, and the Uno and Bybee model (Uno & Bybee, 1994) to assess students’ ability to identify biological concepts (nominal literacy), define some biological concepts (functional literacy), and understand biological diagrams (structural literacy), and measuring some students’ skills on understanding a short biological text (multi-dimensional literacy). The results reflected a high level of nominal literacy and a low level of multi-dimensional literacy. The results also showed that the students possessed the functional level and the structural level. The study recommends that biology teachers use effective teaching methods that enable them to present biological knowledge in the form of social issues and problems related to technology and other sciences.
Highlights
Biology is one of the most important and dangerous sciences in the 21st century thanks to biological achievements and the developments and changes they have brought about in human life and the surrounding environment
The results showed that students have a high level of biological literacy in all its dimensions
The results showed that the students possess a low level of scientific literacy
Summary
Biology is one of the most important and dangerous sciences in the 21st century thanks to biological achievements and the developments and changes they have brought about in human life and the surrounding environment. Biology is the pioneering science and foundation in the daily lives of people in general (Suwono, Pratiwi, Susanto, & Susilo, 2017). This places on the shoulders of scientific education the responsibility of preparing a generation capable of life in accordance with the requirements of the time. Rutherford (2009) pointed out that through reports that showed the weakness of scientific education curricula and science education in preparing a scientifically educated generation; the Global Reform Project (2061) came to light in (1985). Project (2061) targets educate for a scientific literacy that encompasses all students so that they can understand and comprehend scientific processes and events going on around them, and learn how the natural and technical worlds work and interact with each other (Dass, 2005)
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