Teachers’ Perspective on Scientific Literacy in Science Learning: Descriptive Survey

Indra Budiman,Anna Permanasari,Ida Kaniawati,Iwa Lukmana

doi:10.29303/jppipa.v7ispecialissue.1123

Indra Budiman, Anna Permanasari

Open Access

https://doi.org/10.29303/jppipa.v7ispecialissue.1123

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Abstract

Survey of questionnaire-based research was conducted to assess the perspective of junior high school (JHS) science teachers on scientific literacy in science learning. Four perspectives for teachers in JHS on scientific literacy were obtained from the research results of the experiments, namely the reading of scientific texts, scientific knowledge, the use of science in everyday life and the use of science-based learning tools. The majority of participants chose the response choice to train all students to apply science learning results in decision-making on daily life challenges. Thus, JHS Science Teachers in Purwakata Regency have a variety of scientific literacy perspectives, but there is no perspective that is considered outside the context of scientific literacy

Highlights

There is no single accepted definition of scientific literacy; instead, the many characteristics of scientific literacy discussed in the literature include various components of scientific inquiry skills, knowledge of content, and attitudes towards science (Fives, et al, 2014)
The inclusion of subjects such as nature of science (NOS) and the understanding of science in its socio-cultural context is a particular component of the push for "scientific literacy for all." Among the numerous factors proposed as to why scientific literacy is significant (e.g. Pahrudin, et al, 2019; DeBoer, 2000), the capacity of lay people to engage with science that affects their daily life is essential
The purpose of this study was to investigate the perceptions of junior high school science teachers on scientific literacy in science learning

Summary

Introduction

There is no single accepted definition of scientific literacy; instead, the many characteristics of scientific literacy discussed in the literature include various components of scientific inquiry skills, knowledge of content, and attitudes towards science (Fives, et al, 2014). Definitions of scientific literacy are growing because more understanding the nature of science (NOS) and 21st-century citizenship (Feinstein, 2011). Scientific literacy has been expanded to include more than just asking students to know the content of the sciences (Norris & Phillips, 2003). The primary hypothesis of these efforts is that in industrialized and democratic societies, as part of active citizenship, the public needs to be better equipped with science reasoning capabilities to make informed choices on multiple issues ranging from climate change to genetic cloning. The inclusion of subjects such as NOS and the understanding of science in its socio-cultural context is a particular component of the push for "scientific literacy for all." Among the numerous factors proposed as to why scientific literacy is significant (e.g. Pahrudin, et al, 2019; DeBoer, 2000), the capacity of lay people to engage with science that affects their daily life is essential

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