Abstract
This study aims to identify the way upon which ICT can be employed in science teaching to develop scientific literacy level. The study has conclude to design a triple learning model (PEA) based on ICT and constructive learning strategy in teaching science through a context which cares for building positive trends of searching for knowledge and increasing scientific literacy level of the students at schools and universities. The PEA model depends on the use of ICT in the teaching of science through the following three requirements: 1. Using ICT in a way that is consistent with the tendencies of the students and their attitudes. 2. Constructing educational content based on the constructivist theory of learning. 3. Providing social learning environment. Thus, the study recommends the bodies in charge of the educational process to necessarily adopt the project of rebuilding scientific literacy through supplying classrooms and laboratories with ICT supplies as well as training teachers and faculty members in universities on science teaching skills by using ICT based on the Constructivist Theory.
Highlights
The level of scientific literacy of individuals significantly affects development in the society (Laugksch, 2000), (Adubifa, 2003) and the growing of scientific literacy leads to economic growth and social stability at political and social levels, (Bidokht & Assareh, 2011).There is a close relationship between the scientific literacy and cultural renaissance.This relationship may be attributed to the idea that the standard of development of modern societies is based on how much citizens perceive science and technology (Milne, 2007; Al Shibani, 2000)
This study aims to identify the way upon which Information and communication technology (ICT) can be employed in science teaching to develop scientific literacy level
This study examines the following question: How could we employ the ICT to reform scientific awareness and build a pioneering project of scientific literacy?
Summary
The level of scientific literacy of individuals significantly affects development in the society (Laugksch, 2000), (Adubifa, 2003) and the growing of scientific literacy leads to economic growth and social stability at political and social levels, (Bidokht & Assareh, 2011).There is a close relationship between the scientific literacy and cultural renaissance.This relationship may be attributed to the idea that the standard of development of modern societies is based on how much citizens perceive science and technology (Milne, 2007; Al Shibani, 2000). Economic boom, development of society, and ability of competition in the era of globalization are based on scientific excellence. This positive change cannot be achieved unless such groups are able to adapt themselves to requirements of scientific movement (Wagner & Kozma, 2005). Providing all components of society such as basic kinds of knowledge, whether scientific or technological ones even in a simplified manner, to the commons especially the young generation; has become a key objective in the knowledge society (Adubifa, 2003). It is not enough that a society seeks to prepare elite to undertake thinking and creativity on behalf of other groups, rather, the point is that members of "knowledge society" should be provided with fundamentals of science and that knowledge be available for all people (ALECSO, 2008)
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