Cultivating Marginalized Children’s Scientific Literacy in Facing the Challenges of the 21st Century

Abstract

The demand for a human capital workforce based on knowledge has been rising in the 21st century. Given the low level of scientific literacy and the large gap between marginalized and mainstream students, the purpose of this study is to determine the impact of Learning Outside the Classroom (LOC) approach in cultivating scientific literacy among marginalized students in remote Sarawak, Malaysia. The LOC module was designed based on constructivist, contextual and behaviourist learning theories. This study employed quasi-experimental with pre-test post-test, non-equivalent control group research design. The treatment group experienced learning with the LOC module while the control group was taught using conventional methods. In the treatment group, teaching and learning (T&L) processes occurred outside the classroom using learning materials from their surroundings. Students are required to work together in groups to carry out investigative activities. Through this study, marginalized students are able to learn science in the context of the real world and realize the application of scientific concepts in their daily lives experiences. It is hypothesized that this approach will stimulate meaningful learning that will significantly lead towards increased level of scientific literacy skills among marginalized students and hence equipped them with necessary knowledge to face challenges in the 21st century.