Concept Of Scientific Literacy Research Articles

ANALISIS KEMAMPUAN LITERASI SAINS SISWA SMP MENGGUNAKAN METODE NATURE OF SCIENCE LITERASY TEST (NOSLiT) DI KABUPATEN KONAWE SELATAN

Scientific literacy is seen not only as an important component of science education, but also as an ethical/moral competency. Science education plays an important role in creating responsible citizens, in this case scientific literacy is needed in making social-scientific decisions. Currently, the concept of scientific literacy has become a learning goal in educational curricula in various countries. Scientific literacy emphasizes students' ability to analyze, predict, and apply scientific concepts in everyday life. Likewise with students in South Konawe district at junior high school level, the majority of whose scientific literacy skills are classified as poor. The aim of this research is to determine the scientific literacy abilities of junior high school students using the Nature of Science Literacy Test (NOSLiT) method in South Konawe Regency. The research method used in this research is quantitative with a descriptive approach. The sampling technique in this research used a simple random sampling technique. The results of this research show that the scientific literacy abilities of South Konawe Middle School students based on the NOSLiT instrument in class IX are still in the low category while for class VII and class VIII they are classified as very low. This can be seen from the overall average NOSLiT scores for all grade levels, namely 37%, 39.4% and 45.5%, respectively. Then, after calculating it as a whole, it was obtained that the average percentage of scientific literacy abilities of South Konawe Middle School students was in the low category, namely 40.8%. The scientific literacy achievement for the NOSLiT indicator of South Konawe Middle School students at all grade levels obtained the highest percentage of achievement in the aspect of scientific naming, followed by the aspect of scientific misconceptions, and process skills ability and the lowest percentage of achievement was in the aspect of scientific postulates. The highest achievement for all NOSLiT indicators in general was obtained by class IX, then followed by class VIII and class VII. The achievement percentage obtained by class IX for indicators of scientific naming, process skill abilities and main misconceptions reached 50% and was above 50% but still This percentage is still in the low category.

Research on the Development Status of Features and Evaluation Model of Scientific Literacy

With the advent of the era of science and technology, research on scientific literacy has been highly valued by all sectors of society, and scientific literacy evaluation can promote the improvement of scientific literacy. By summarizing the relevant research on the evaluation of scientific literacy, which can provide reference for scholars at home and abroad in the field of research. The research object is the literature related to scientific literacy evaluation. Firstly, defines and differentiates the connotation and concept of scientific literacy; Secondly, introduces the progress of scientific literacy evaluation from three levels: scientific literacy evaluation model, indicators and dimensions; Finally, summarize and prospect the relevant research of scientific literacy evaluation. Although different groups have different understanding of the connotation of scientific literacy in different periods, and the connotation of scientific literacy is also changing with the development of science and technology, the core content of scientific literacy is basically the same; The evaluation model is mainly represented by three major international evaluation projects; Different scholars have different views on the evaluation dimension, but scientific attitude and scientific identity are the main research directions at present.

Analysis of Science Literacy Ability of Junior High School Students with the NOSLiT Method of South Konawe Regency

Scientific literacy is seen not only as an important component of science education, but also as an ethical/moral competency. Science education plays an important role in creating responsible citizens, in this case scientific literacy is needed in making social-scientific decisions. Currently the concept of scientific literacy is a learning goal in the educational curriculum in various countries. Scientific literacy emphasizes students to analyze, predict, and apply scientific concepts in everyday life. Likewise with students in South Konawe district for the junior high school level, the majority of whose scientific literacy results are classified as lacking. Therefore, this research focuses on the Analysis of Science Literacy Ability of Junior High School Students Using the Nature of Science Literacy Test (NOSLiT) Method in Konawe Selatan Regency. The research method used in this research is quantitative with a descriptive approach. The sampling technique in this study used a simple random sampling technique. The result is that the scientific literacy skills of SMPN Konawe Selatan students based on the NOSLiT instrument in class IX are still in the low category while those in class VII and class VIII are classified as very low. This can be seen from the acquisition of the overall average NOSLiT score for all grade levels, namely 37%, 39.4% and 45.5% respectively, and after calculating the overall score, the average percentage of scientific literacy ability of Konawe Middle School students is obtained. South is in the low category of 40.8%. The achievement of scientific literacy for the NOSLiT indicator of SMPN Konawe Selatan students at all grade levels obtained the highest percentage of achievement in the scientific naming aspect, followed by the scientific misconception aspect, and the ability to process skills and the lowest percentage of achievement lies in the aspect of science postulates. In general, the highest achievement for all NOSLiT indicators was obtained by class IX, followed by class VIII and class VII. The percentage achievement for class IX for indicators of scientific naming, process skills ability, and major misconceptions reached 50% and was above 50% but still this percentage is still in the low category.

Correlation of students’ environmental literacy and scientific literacy after students’ involvement in wetlands-based stem educational approach

Environmental Literacy is considered as one of the few perspectives necessary for SDGs to be achieved. At the same time, the concept of environmental literacy is often discussed with the concept of scientific literacy as basic requirement of environmental literacy. Scientific literacy is defined as the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. This study investigated the correlation between students’ environmental literacy and students’ scientific literacy after their scientific literacy has been improved using wetlands-based STEM educational approach. The results shows’ that there is no significant correlation between students’ scientific literacy and environmental literacy (ρ =0.085; sig.=0,519; α=0,05). This study discusses how environmental literacy should be a joint effort between educators from all different fields for it to be cultivated within student’s life.

Alfabetização científica nos anos iniciais do ensino fundamental: o que nos dizem os documentos oficiais

Este trabalho objetivou investigar as concepções de Alfabetização Científica em 5 documentos oficiais, buscando refletir acerca da importância dessa formação na vida dos estudantes enquanto cidadãos planetários. Tendo como ponto de partida a pergunta “Como o termo Alfabetização Científica é abordado em documentos oficiais da educação, a partir de orientações pedagógicas dos próprios documentos?”, realizou-se uma pesquisa de cunho qualitativo, tomando por base a análise de documentos considerados relevantes orientadores da prática docente, a saber: Diretrizes Curriculares Nacionais Gerais da Educação Básica; Diretrizes Curriculares para o Ensino Fundamental do Sistema Público Municipal de Ensino de Fortaleza; Elementos Conceituais e Metodológicos para Definição dos Direitos de Aprendizagem e Desenvolvimento do Ciclo de Alfabetização (1º, 2º e 3º anos) do Ensino Fundamental; Caderno de Ciências da Natureza no Ciclo de Alfabetização do Pacto Nacional pela Alfabetização na Idade Certa e a Base Nacional Comum Curricular. As análises realizadas apontam ambiguidades nos textos oficiais em um contexto atual de cobranças externas e internas à escola, por meio de avaliações de larga escala. No mesmo sentido, ora os documentos sugerem democratização do ensino das diversas disciplinas de forma interdisciplinar, ora sugerem a priorização do ensino de Português e Matemática para os primeiros anos do Ensino Fundamental. O documento Caderno de Ciências da Natureza no Ciclo de Alfabetização do Pacto Nacional pela Alfabetização na Idade Certa se mostra como uma boa alternativa de trabalho para as formações continuadas em Ensino de Ciências, conceituando a Alfabetização Científica e trazendo sugestões para a prática docente. Sugerimos, dessa forma, uma maior valorização do Ensino de Ciências através de políticas públicas que atendam aos cursos de formações de professores, pois defendemos que as ciências são precursoras de uma formação cidadã, social, histórica e humana para o estudante.

Linking Scientific Literacy, Scientific Argumentation, and Democratic Citizenship

Argumentation can develop individuals' epistemologies to acknowledge the multiplicity of the ideas and propose, justify, and evaluate the knowledge claims by coordinating them with appropriate evidence. This paper aims to examine how and why argumentation should be incorporated into science instruction addressing various contexts to promote student learning, active engagement, and democratic citizenship. In particular, the socio-scientific contexts can enhance learners' scientific literacy, scientific reasoning, critical thinking, and knowledge of the nature of science about complex scientific issues related to the political, economic, and social aspect of the society. This paper argues for the relationship between scientific literacy, scientific argumentation, and socio-scientific issues to enhance students' thinking about societal problems. The paper examines the historical perspectives related to science teaching and learning and the concept of scientific literacy and addresses the significance of scientific argumentation to promote learners' engagement in the scientific processes and democratic citizenship.

Alfabetização científica e a construção de concepções na contexto de formação de professores

O presente artigo investiga as concepções sobre Alfabetização Científica (AC) de professores de Ciências de 6º ao 9º ano da rede pública de um município do interior paulista em um contexto de formação continuada. Os dados foram coletados através de um questionário com perguntas abertas sobre a atividade da formação, as concepções dos professores antes e depois dessas atividades. Como resultados, alguns professores apresentaram mudanças de suas concepções sobre Alfabetização Científica no que diz respeito à necessidade de métodos científicos, nos permitindo apontar a necessidade de continuidade de pesquisas que contemplem esse tipo de abordagem bem como as formações continuadas de professores

A Development Assistance of Integrated Science Instructional Material by Integrating Real World Context and Scientific Literacy on Science Teachers

Science teaching in junior high schools should be conducted in integrated form. However, the real condition shows that in implementing integrated science teaching in the schools, there were several problems. The solution of this problem is to develop integrated science teaching materials by integrating real-world context and scientific literacy on Science teachers in East Agam district. The objective of the activity is to assist science teachers in developing integrated science teaching material and apply it in science teaching in the classroom. Participants of program assistance were 40 science teachers who were members of the Science MGMP in East Agam district. The instrument for collecting data consisted of pretest and posttest, performance assessment sheet, and questionnaire sheet of science teachers response. The data were analyzed by descriptive statistics analysis and correlated comparison test. Based on the results of data analysis can be stated that: 1). In implementing the program assistance, there are 32 products produced in integrated science worksheet form, 2). The average value of the science teacher's response to the implementation of program assistance for the development of integrated science teaching material can be classified into good category, and 3). The implementation of the program assistance for the development of integrated science teaching material is effective to improve the understanding of science teachers on the material of instructional material, the concept of integrated science learning, and the concept of scientific literacy.

Scientific Literacy and the South African School Curriculum

The notion of scientific literacy is contested terrain, particularly when the term is used in school curricula. Using a scientific literacy framework of Vision I (covers science products and processes) and Vision II (based on science-related situations as a starting point for discussion), the article analyses the Natural Science (grades 7–9) curricula in South Africa developed and implemented over the past two decades. The Revised National Curriculum Statement (RNCS) and the Curriculum and Policy Statement (CAPS) were scrutinised for indicators of each vision. Findings indicate that, while the RNCS espoused the concept of scientific literacy, the CAPS made little mention of it. While both curricula are dominated by Vision I indicators, particularly science products and processes, the CAPS document focuses almost exclusively on these. The implications of highly specified content and narrow interpretations of scientific literacy have consequences for teacher education and textbooks authors, as well as learners who will exit the school system before grade 10 and who need to be scientifically literate to function effectively as citizens in South Africa's nascent democracy.

Alfabetismo científico, misión de la universidad y ciudadanía: ideas para su construcción en los países en vías de desarrollo

El presente artículo presenta un análisis del nuevo concepto de alfabetismo científico como competencia requerida para el ejercicio de la ciudadanía en el siglo XXI y como complemento y ampliación del alfabetismo tradicional. Ya no basta con enseñar a leer y escribir, es necesario también hacer realidad la educación permanente para todos y el acceso universal a las Tics en un marco de pertinencia e inclusión social.

Educating for Citizenship: Reappraising the Role of Science Education.

New discoveries and technological inventions render the world increasingly complex. Fostering students’ scientific and technological literacy has, therefore, become a primary goal for many science educators. Yet the concept of scientific literacy is itself not at all clear. In this article, we contest the dominant approach, which defines scientific literacy in terms of what scientists produce or do. We argue that a more viable approach begins by framing a more general project of (democratic) citizenship and asks what kind of scientific literacy can contribute to this project. The different parts of our argument are illustrated with data from a three-year ethnographic study of science in one community. These data feature adult residents who were dealing with the contested issue of whether or not to extend the existing water main in order to supply with water a part of the community that, at the time, had to rely on seasonally contaminated wells. Irrespective of their science background, these citizens engaged scientists. We argue that educating for citizenship presupposes participation in democratic processes, a stance that has considerable implications for science education.

Educational Television: "Let's Explore Science"

This study provides a historical overview of the development of the instructional television as a tool within the context of science education. The technology was traced from its beginning as experiments in public service broadcasting by universities and television networks, though closed circuit, cable, and commercially produced science-related programming. The use of the technology as a teaching tool is examined in terms of the concept of scientific literacy and the means by which instructional television helped to accomplish the goals of scientific literacy.

The Motion Picture in Science Education: "One Hundred Percent Efficiency"

This study provides a historical overview of the development of the motion picture as a tool within the context of science education. The technology was traced from its beginning as a silent motion picture through its current manifestation in videotapes and videodiscs. The use of the technology as a teaching tool is examined in terms of the concept of scientific literacy and the means by which the motion picture helped to accomplish the goals of scientific literacy.

The schooling of science as a deterrent to democracy in Australia: the example of benzene

The integration of science with the state in Australia profoundly effects all activities associated with science and technology, including the teaching of science to future citizens. The imperatives of the relationship between science and the state results in a schooling which supports and enhances this relationship. I argue that it is because of this relationship that the public finds itself excluded from participation in decision‐making. As a consequence the schooling of science disconnects future citizens from the culture of democracy ‐‐ as ‘foreigners in their own culture’ ‐‐ and this is a primary feature of current conceptions of scientific literacy. This is illustrated with the example of benzene.

The scientist as Cracker-Barrel Philosopher: Implications for the concept of scientific literacy

This study aims to identify an internally consistent and readily teachable philosophical approach to the nature and practice of science. The primary sources are anecdotal material and oral reflections prepared for the popular media by and about an eminent contemporary scientist, the late physicist Richard Feynman. Examples of “real people” working on technological problems can provide a useful foil to the customary study of “great men” in the history of science, yet both of these approaches can have serious drawbacks. Feynman's anecdotal reflections provide an excellent “middle ground” case study: a pure scientist, yet with a personal background anchored in practical problems, who combines the traditional credentials of authority with an endearing humanity. There are striking similarities between the account of the nature of science, technology, and good teaching implied by Feynman's musings and that expressed more abstractly in the recent American Association for the Advancement of Science report,Science for All Americans.

Scientific literacy in developed and developing countries

The concept of scientific literacy is now widely used to represent goal statements for science education. These tend to be remarkably similar in developing and developed countries. It is argued that, although this is desirable idealistically, a more realistic approach is required in determining priorities, given the differing cultural and economic contexts of science education. Exposure to science and technology varies in developed and developing countries, yet students in both contexts have difficulty defining science. However, the problem of equating science with progress, but not understanding why, is most acute in developing countries, for it leads to blind faith. Many students in developing countries receive a limited exposure to science, those in developed countries are bombarded, The question for both is what is most important for them to know. The recognition of science as process is offered as a solution.