Enhance Science Literacy Research Articles

The Development of Virtual Reality Media in Case Method Learning to Enhance Science Literacy and Habits of Mind for Prospective Physics Teachers in Achieving Sustainable Development Goals

The Development of Virtual Reality Media in Case Method Learning to Enhance Science Literacy and Habits of Mind for Prospective Physics Teachers in Achieving Sustainable Development Goals

Science Literacy Support for Improving Students Argumentation Skills

This study explores the impact of science literacy on improving students' argumentation skills at SMA Negeri 21 Surabaya during the 2023/2024 academic year, within the context of the "Merdeka Belajar" initiative and 21st-century competencies. This quantitative correlational research involved 60 students from classes XI-2 and XI-10, selected using purposive sampling techniques. Based on Toulmin's argument model and the PISA science literacy framework, data was collected through science literacy tests and argumentation skill assessments. Data analysis using Minitab 18 revealed a significant positive correlation between science literacy and argumentation skills, with p < 0.05 and correlation coefficients of 0.710 for class XI-2 and 0.926 for class XI-10. These findings support the hypothesis that enhancing science literacy can improve students' argumentation skills. This study highlights the importance of integrating argumentation skills into science education to enhance science literacy and recommends developing a curriculum that supports argumentation practices to improve students' critical thinking and problem-solving skills.

Enhancing Students’ Science Literacy through Megedong-Gedongan: A Balinese Local Culture-based Flipbook

This study investigates the effectiveness of the Balinese megedong-gedongan local culture-based flipbook in enhancing science literacy among students. This research aims to increase scientific literacy through flipbooks based on Balinese culture, especially megedong-gedongan. Mastery of scientific literacy opens the door to various job opportunities in science, technology, and innovation. In the digital and knowledge-based era, the demand for human resources with a strong understanding of science and technology continues to increase. Employing a classroom action research methodology, the study involved 47 Biology and Marine Affairs students at the Ganesha University of Education, Indonesia. The study used a valid and reliable scientific literacy test as an instrument. The results reveal that the Bali megedong-gedongan flipbook effectively improved science literacy. This is evidenced by a significant increase in student science test scores after using the flipbook. The data analysis results show that using megedong-gedongan Balinese culture-based flipbooks can significantly increase student scientific literacy. In addition, students more easily relate learning material to their daily lives, which impacts increasing scientific literacy. This research suggests that integrating local culture into science teaching materials can effectively increase scientific literacy among students.

STEM-Integrated PBL: Enhancing Science Literacy and Skills in Light Wave Material

STEM-Integrated PBL: Enhancing Science Literacy and Skills in Light Wave Material

Training on TEKAR (Caramunting flour) Production as Efforts to Enhance Science Literacy

PKBM is one of the educational facilities, especially non-formal education, to enhance the knowledge and skills of people studying there. This is done to support the improvement of life skills to enhance living welfare (social and economic), one of which is in the form of scientific literacy skills. This community service activity aims to enhance the scientific literacy skills of students studying at community learning centres or PKBM Harati through training activities in making caramunting flour. The method used in community service starts from the planning stage, activity implementation stage and evaluation. The evaluation was carried out by assessing the literacy skills of the activity participants, namely 20 residents studying PKBM Harati, located in Sampit City, East Kotawaringin, Central Kalimantan, by giving test questions of 10 multiple choice questions and measured quantitatively. The results of the activity show that there has been an increase in the scientific literacy learning outcomes of the activity participants, namely that at the pretest, they got an average score of 35, and at the posttest, they got an average score of 83. These results indicate that the training activities carried out can have a positive impact. Positive because it provides concrete examples regarding the application of scientific literacy skills.

Integrating RADEC Model and AI to Enhance Science Literacy: Student Perspectives

This study aims to evaluate the use of the RADEC Model supported by Artificial Intelligence (AI) in enhancing students' science literacy. The research methodology involves data collection through student questionnaires, which include questions related to their understanding of scientific concepts, contexts, and attitudes after using the RADEC Model. Data analysis employs descriptive statistical techniques to assess students' agreement levels regarding the provided statements. The results indicate that most students exhibit high levels of agreement regarding the effectiveness of the RADEC Model in enhancing their understanding of science concepts, boosting learning motivation, facilitating problem-solving, and developing critical thinking skills. Positive impacts are also observed in improving student engagement in collaborative discussions and increasing their interest in further exploration of science. This research makes a significant contribution by highlighting the importance of integrating AI technology into educational approaches to enhance students' science literacy, with broad implications for improving the quality of science education in the future. In conclusion, the integration of the AI-based RADEC Model is an innovative step to increase the effectiveness of science learning in elementary schools, so prospective elementary school teachers must be able to master this technology to provide personalized learning experiences and improve students' science literacy.

Science Learning Game (SLG) Based on Augmented Reality Enhances Science Literacy and Critical Thinking Students Skills

Science literacy is the ability of individuals to understand, evaluate, and apply scientific knowledge in everyday problem-solving, while critical thinking is the ability to analyze, evaluate, and make decisions based on evidence and logic. This research is based on several issues in SDN Sentul2 Kota Blitar in grade 6 post-Covid 19. This research aims to produce a product used as a learning tool in Grade 6, namely Science Learning Game (SLG) Media based on Augmented Reality to Improve Science Literacy and Critical Thinking Skills in Grade 6 Students in Kota Blitar. This research and development (R&D) study uses the ADDIE (analysis, design, development, implementation, and evaluation) model. The instrument used is a questionnaire. The research data analysis results show that the developed media can improve critical thinking skills, as evidenced by comparing the Pre-test results at 72.21% with the Post-test results at 93.57%. This media can also enhance science literacy, as indicated by the increase between the Pre-test results at 74.28% and the Post-test results at 92.14%. The implication is that the science literacy and critical thinking abilities of students in Indonesia still need improvement, which can be achieved by considering the use of instructional media. With positive results in pre-test and post-test scores, this media has the potential to enhance science literacy and critical thinking skills in students.

“Fin‐tastic Fish Science”: Using a comic book to disseminate and enhance science literacy

AbstractThe need for more interaction between scientists and the public is widely recognized. If we want the public to support science, we need to effectively convey its nature and benefits. Science outreach can help reverse negative attitudes, spark curiosity and enthusiasm, and encourage communities to support science. Better communication tools than traditional texts are needed to increase positive attitudes toward science, which may lead to more self‐motivated engagement with science in the future. The unique language of comics has the potential to portray abstract scientific concepts more easily than just words. Here we report findings from an assessment of how a science comic can affect student learning and attitudes toward engaging with science, compared to more traditional written texts, a journal article, and popular science summary. We used a pre‐ and post‐reading questionnaire to measure learning gains and attitudes toward science engagement. Students who read the comic have the highest learning gain, equivalent to a journal publication, and see the most positive changes in attitude toward engagement with science. Our findings suggest that science comics could be a highly effective form of communication and outreach among the public.

Karangsari’s Starfruit Agrotourism; Blitar’s Local Pride as A Source of Biology Worksheet Apps to Enhance Students’ Science Literacy

The utilization of local potential as a biology learning source is still not maximized. This research focuses on integrating the local potential of Blitar, namely Karangsari’s Starfruit Agrotourism which was developed into a student worksheet app to increase students' science literacy. Karangsari’s Starfruit Agrotourism can be used as a learning resource on biodiversity material by discussing the diversity of starfruit (Averrhoa carambola) varieties, the use of starfruit, and efforts to preserve starfruit. Utilizing local potential and implementing the Sustainable Development Goals (SDG) in biology learning aligns with the Merdeka Belajar curriculum. This study used the ADDIE model which consists of analysis, design, development, implementation, and evaluation stages. The final product of this development research is a student worksheet app implemented to enhance science literacy in class X of students at SMAN 1 Blitar. Data was collected with needs questionnaires, teacher interviews, assessment questionnaires for material experts, media experts, biology teachers, student response questionnaires, and science literacy skills tests. The data obtained were statistically analyzed tests between subjects. Research results concluded as Karangsari’s starfruit agrotourism applied as the materials of the student worksheet app was declared feasible by experts, there are differences in science literacy between students who had taken part in learning while using the worksheet and students who did not, and the effect/contribution given by student worksheet apps to science literacy is 58%.

PROJECT-BASED LEARNING WITH DIGITAL STORYTELLING TO IMPROVE SCIENCE LITERACY OF 10TH-GRADE STUDENTS IN MA AL MANSHURIYAH SCHOOL

Abstract: This study aims to describe the effectiveness of the project-based learning (PJBL) model with digital storytelling to enhance science literacy among 10th-grade students on ecosystem subjects. The research design was a quasi-experimental non-equivalent pretest-posttest control group. The study was conducted at MA Al Manshuriyah with 57 participants from two classes, IPA 1 and IPA 2. IPA 1 was selected as the experimental group that used a project-based learning model with digital storytelling, while IPA2 was the control group that used a conventional learning model. Validation and judgment of the research instruments were performed by experts until they were deemed suitable for use. The results showed that the learning process made the students more active in creatively solving problems. There was an improvement in students' science literacy skills on ecosystem subjects with an N-gain score of 65% (experimental group) and 56% (control group). The percentage of good category in science literacy for the experimental group was 85%, while for the control group was 78%. Students' caring attitude towards the environment was obtained at 79% with a very good category. The researchers concluded that project-based learning with digital storytelling was effective in enhancing students' science literacy skills and raising awareness of the environment

Effectiveness of Contextualization in Science Instruction to Enhance Science Literacy in the Philippines: A Meta-Analysis

A call for students to have a deeper understanding, so that they can make sense of and apply their learning to authentic situations, has reverberated in science teaching in the Philippines. In response, educators, teachers, and policymakers have embraced contextualization as a constructivist approach to bridging the gap between concepts and real-life experiences. Considering the popularity of this approach, it is imperative to examine the overall effectiveness of contextualization in improving students' achievement at all educational levels and in all science domains, compared to the traditional setup. By using a set of inclusion selection criteria, 10 Philippine-based studies conducted from 2017 to 2020 qualified to be included in a meta-analysis. Seven of the studies focused on the secondary level and three on tertiary level. Studies were extracted from several meta-search engines, namely Google Scholar, Science Direct, ERIC, and JSTOR; the search was facilitated by Harzing's Publish and Perish software. Statistical results from these studies were analyzed using Meta-Essentials, version 1.4, to calculate the effect sizes, to conduct subgroup and moderator analyses, and to determine publication bias. Contextualization is an approach to teaching science that could have a positive effect on students' achievement. The variables educational level and science domain were found to have no influence on student achievement. Contextualized instruction used various techniques to maximize achievement of learning outcomes. A further systematic review, covering a wider scope, must be conducted to examine indicators that may influence the implementation of contextualization in the teaching and learning process.

Enhancing science literacy and communication among the next generation of scientists in an online learning environment.

Many large, undergraduate science courses, which still heavily rely on traditional lecture-based dissemination of content, passive learning, and exam-based assessments, have been forced online due to the Covid-19 pandemic. To address the challenges facing students in regards to engagement, self-directed learning, and the development of soft skills, we modified a large, lecture-based third-year undergraduate biochemistry course at the University of Toronto to foster active learning through interactive e-modules. We also adjusted the evaluation model to focus on the development of reflection, critical thinking, science literacy, and communication.

Enhancing science literacy capabilities of prospective primary school teachers through the STEM Project Learning Model

The STEM Project is a learning model that can be used by lecturers in the learning process so that students can get used to analyzing and synthesizing, to come up with an idea that can develop the competence and science literacy abilities of elementary school teacher candidates in the framework of learning in the 21st century. The study aims to improve the ability of the science literacy of Pre-service elementary school teachers by using the STEM Project Learning Model. This study was conducted on Pre-service elementary school teachers as elementary school teacher education students at the University of Halu Oleo Kendari. The results obtained indicate that the science literacy ability of Pre-service elementary school teachers has increased significantly. The increase is based on the results of statistical analysis which shows a significant increase in the ability of the science literacy of Pre-service elementary school teachers, after participating in learning using the STEM Project model. For this reason, the use of the STEM Project model in learning science enables prospective teachers to become accustomed to conducting comprehensive analyzes of problems and their solutions.

Virtually engaging students through collaborative investigation of scientific literature, a case study

AbstractCritical evaluation and analysis are essential skills of the scientific process which can be further developed through reading primary scientific literature. However, early stage scientists, including undergraduate and graduate students, often face barriers to reading and comprehending primary literature, which can make deeper investigation and evaluation of content even more challenging. To address this core skills gap, we designed a virtual journal club series. This series was designed to keep undergraduate students engaged following restrictions on in‐person activities due to the COVID‐19 pandemic. As this initiative was developed and led by graduate students, activities were designed with an emphasis on facilitating student‐centered learning outcomes. We used several active learning techniques, including deconstruction of the main message through one‐sentence summaries, collaborative student engagement via distinct team roles, conceptual diagrams to reinforce learning and develop communication skills through presentations, and word journals to encourage evaluation and synthesis of ideas across readings. We highlight how these strategies can be used for the design of literature‐based training both inside and outside of the classroom. Further, we demonstrate that virtual journal clubs are an effective strategy for enhancing science literacy skills by facilitating student buy‐in.

Using student-centered approaches to teach the biochemistry of SARS-CoV-2.

A biochemistry class was transformed to implement student‐centered, active‐learning pedagogies to help improve competencies associated with the scientific method. In responding to the COVID‐19 pandemic, the course content switched from the biochemistry of nucleic acids to the science of the newly discovered virus, SARS‐CoV‐2. This provided a unique opportunity to model authentic science inquiry through cycles of questioning, investigating, assessing, and critical thinking on a rapidly evolving, interdisciplinary topic. This learning experience helped enhance science literacy, supported self‐directed learning and curiosity, and emphasized the importance of evaluating information sources to recognize misinformation.

Using Socio-scientific Issues in Problem Based Learning to Enhance Science Literacy

Context issue in science learning can be referred as one of the solutions to improve students’ science literacy e.g. the socio-scientific issues. The socio-scientific context is presented in a problem where scientific knowledge and social awareness arise in mental conflicts that require science literacy to make responsible decisions. In addition, using problems in learning can provide opportunities for students to apply their knowledge in solving problems. Therefore, this paper discusses the usage of socio-scientific context in problem based learning to enhance students’ science literacy. We show that problem-based learning with the socio-scientific issue can improve students’ science literacy. Using socio-scientific issue makes it easier for students to make explanations of scientific phenomena.

THE DEVELOPMENT OF GUIDED INQUIRY SCIENCE LEARNING MATERIALS TO IMPROVE SCIENCE LITERACY SKILL OF PROSPECTIVE MI TEACHERS

This study aimed to produce valid, practical and effective guided inquiry model science learning materials to enhance science literacy skill of prospective MI teachers. The tryout of the materials was implementedto students of MI teacher educationof Unipdu Jombang at academic year of 2015/2016 semesters 3 using One Group Pretest Posttest Design. The data collections were done using observation, testing, and questionnaires. Data were analysed using descriptive analysis of quantitative, qualitative and non-parametric statistical tests. The findings of the research were: 1) the learning materials were valid; 2) Practicality of the materials was tested through the implementation of lesson plans, while the learners’ activity wereappropriate to the guided inquirymodel; and 3) The effectiveness of the learning materials in terms of improvement of learning outcomes of students was seen from the n-gain with high category and increasing mastery of science literacy skills of learners also scored n-gain with high category and the response of students to the device and the implementation of learning is very positive. It was concluded that the materials were valid, practical, and effective to enhance science literacy skills of prospective MI teachers.

Combining citizen science and public engagement: the Open AirLaboratories Programme

Citizen Science (or “Public Participation in Scientific Research”), has attracted attention as a new way of engaging the public with science through recruiting them to participate in scientific research. It is often seen as a win-win solution to promoting public engagement to scientists as well as empowering the public and in the process enhancing science literacy. This paper presents a qualitative study of interviews with scientists and communicators who participated in the “OPAL” project, identifying three potential flashpoints where conflicts can (though not necessarily do) arise for those working on citizen science professionally. We find that although participation in the CS project was generally valued, it does not seem to overcome continuing (and widely reported) concerns about public engagement. We suggest that enthusiasm for win-win situations should be replaced with more realistic expectations about what scientists can expect to get out of CS-style public engagement.

STEM for non-STEM Majors: Enhancing Science Literacy in Large Classes

STEM for non-STEM Majors: Enhancing Science Literacy in Large Classes

Enhancing science literacy in tertiary education: a real‐world exercise in literature research, scientific writing, and self and peer assessment

Science literacy, the ability to critically evaluate scientific outcomes and their presentation through self and peer assessment, is expected from scientists despite the fact that it is generally not taught. This project aimed to offer 75 undergraduate science students the opportunity to acquire and improve their skills in literature research, reading and writing of scientific papers, as well as self and peer review in simulations of real‐world processes of scientific publishing. This paper discusses the various assessment results, which were analyzed statistically, as well as students’ evaluation of their learning experience.Students had to write a literature review on a topic related to the course content including at least 5 original journal articles published over the previous 10 years in leading international journals. Students were asked to review the manuscripts of five peers and then give an assessment of their own paper. They could use the online program “Turnitin.com” to check their manuscript for plagiarism. This program was also used for peer assessment. The students received feedback on their paper from 5 peers as well as from the academic teacher.In summary, peer assessment was more severe than the teacher's or self assessment, but within a reasonable range. The students perceived the exercise as demanding, but also rewarding and as being a great learning experience.