Scientific Literacy Research Articles

Conceptual Change in Science Education: From Cold to Hot Approaches

Science education research finds that children may generate misunderstandings about certain scientific concepts based on their personal experiences prior to formal schooling. These misconceptions may present students with learning difficulties and barriers to deep comprehension of scientific knowledge. In response to this issue, researchers advanced the method of conceptual change instruction to help students shift from scientifically incorrect pre-instructional knowledge structures to scientifically accepted ones (Pacaci et al., 2024). Conceptual change has been deemed an effective approach to boosting students’ science literacy by improving teaching and learning in science education (Duit & Treagust, 2003; Treagust & Duit, 2008). Duit contended that conceptual change was not about an exchange of pre-instructional conceptions for the science concepts, but rather conceptual learning pathways from students’ pre-instructional conceptions to the science concepts to be learned (Duit, 1999; Duit & Treagust, 2003). Conceptual change studies can be traced back to the 1970s. There have been diverse perceptions of conceptual change in researchers, leading to the development of a variety of conceptual change strategies in science education.

Critical thinking about health and treatments in the United States: a cross-sectional assessment of parents and undergraduate college students

BackgroundThere is an urgent need to study and increase the public’s ability to think critically about health and treatments. Unfortunately, we do not currently have a clear, in-depth understanding of critical thinking about health in the United States, especially its rates among parents and college students, two particularly important groups. This study assessed and characterized critical thinking about health with U. S. parents and college students. We also explored whether critical thinking about health varied as a function of sociodemographic determinants.MethodsParents (N = 142) and college students (N = 145) in the U. S. completed an online test of critical thinking about health, and answered questions about their background.ResultsBoth parents and college students in the U. S. struggled to think critically about health and treatments based on various science literacy and evidence-based practice principles. Parents with higher educational attainment had lower critical thinking about health, and college students who reported a liberal political affiliation had higher critical thinking scores.ConclusionsThis investigation demonstrates a need to increase critical thinking about health among U. S. parents and college students so they can be empowered to make informed health choices.

The Use of Project-Based Learning on Early Childhood Financial Literacy Skills

Literacy is a set of individual abilities and skills in reading, writing, speaking, counting, and problem-solving at a certain level of expertise required in everyday life. Basic literacy consists of 6 things, namely language literacy, numerization literacy, science literacy, digital literacy, financial literacy, and cultural/civic literacy. Financial literacy is education on how to manage finances wisely as needed. Financial literacy education is given to children from an early age with the hope that children are used to managing finances well so that they can be free from financial problems in the future and can achieve their welfare This research is an experimental research that aims to find out whether there is an influence of project-based learning on early childhood financial literacy skills. The data analysis technique is analyzed using the paired sample t-test technique. Based on the paired sample test results, a t-value of -16.412 was obtained with a significance value of 0.001 < 0.05. It can be concluded that project-based learning has a significant effect on early childhood financial literacy skills.

Development of Thematic Learning Using the Field-Trip Method Assisted by the Surrounding Environment to Improve Students' Scientific Literacy Abilities

The purpose of this study is to produce learning tools with a field-trip learning method assisted by the surrounding environment to improve students' scientific literacy skills. The learning tool developed in this class VI material has the theme of saving living things with the subtheme of plants, friends. Development device learning refers to the Borg & Gall model which consists of 7 steps. Thematic learning tools with the field-trip method assisted by the surrounding environment were validated by 3 expert validators in the fields of science, language and instructional design learning so that results that met the following valid success criteria were obtained: Syllabus 4.48 (very good category), RPP 3.95 (good category), student teaching materials 3.81 (good category), and LKS 4.35 (very good category). The results of the effectiveness test of the learning tool were carried out on grade VI students of SDN Dampyak 02, resulting in an increase in scientific literacy skills of 4.14 (good category). Effectiveness was also obtained when teachers managed learning by 4.56 (very good category). The level of practicality of the field trip method during learning was 4.14 (good category), 4.30 (very good category). Thus, the overall learning tools of the field trip method developed are valid, effective, and practical.

Development of Natural Sciences Learning Media Based on Science Literacy on the Topic of Solar System in Elementary School

The lack of learning media that enables students to learn makes it challenging to understand the learning material. This research aims to describe the design process of solar system multimedia products and determine the validation results of solar system multimedia products according to the results of expert reviews and individual trials. This development research uses the ADDIE (Analysis, Design, Development, Implementation, Evaluation) method. Data collection uses a questionnaire method. The research results show that the learning media developed has a very feasible category, with the results of student responses being very feasible with an overall average percentage of 95% and the results of teacher responses getting a percentage of 89.3% with a very feasible category. This demonstrates how well-suited the learning resources created for the solar system are for use as classroom instruction. According to the research, learning materials could be a solution for creating science learning materials that improve and ease students' comprehension, particularly regarding solar system content.

Teachers Co-Designing and Enacting Elementary Data Science Curriculum through Connected Learning

We detail a research-practice partnership between an elementary school and educational researchers with a common goal of increasing data science literacy among rural elementary students. Drawing on connected learning theory and using the CT-STEM taxonomy of practices, we co-developed data science units with teachers and they subsequently implemented them in classrooms. Connected learning was used to envision the unit co-design process. In that regard, we assisted teachers in drawing on students’ interests when selecting real-world problems to solve during the design of data science units and providing learning opportunities mirroring what students enjoy and engage in outside of school. Qualitative methodology guided the data analysis of observations, reflective journals, interviews, and curriculum artifacts. Five primary themes emerged describing the teachers’ approach in relation to connected learning when co-designing and implementing the units, implying that effective data science instruction for elementary school students might be intentionally designed for student interests and experiences, be locally relevant, model and foster group work and peer collaboration, encourage student agency through production, and meld disciplinary standards and content with prior and new instructional practices. This research suggests connected learning can guide educators in planning and enacting data science units and lessons in elementary classrooms.

Teachers' and Students' Feedback on Sociocultural Interactive Digital Modules for Science Literacy and Problem-Solving: A Transformative Learning Approach

Purpose of the study: This article examines the practicality of sociocultural-based interactive digital modules in improving students' science literacy and problem-solving skills by integrating a transformative learning approach. Methodology: This descriptive research analyzes students' and teachers' responses to the developed interactive digital module. The study was conducted in junior high schools in Merauke Regency and Boven Digoel Regency, South Papua Province, totaling six schools. Data were collected through responses from 6 science teachers and 60 students involved in learning science with the module. Main Findings: The results showed that this module is efficient for use in science learning, according to the responses from teachers and students. Feedback from teachers and students indicated that this module is efficient to use in science learning, as seen from the average total percentage given by teachers of 95% in the efficient category and provided by students of 95.53% in the efficient category. Through this article, the developed interactive digital module is feasible to use in science learning to improve science literacy and problem solving skills of junior high school students.. Novelty/Originality of this study: The module is designed with an approach that combines Papuan local wisdom values and transformative learning principles. This approach is rarely implemented simultaneously in the context of science learning to improve students' understanding of science. In addition, the interactive digital module not only focuses on understanding science materials but also connects them with local wisdom to increase the relevance of learning to students' daily lives.

Machine Learning Approaches for Predicting U.S. Students’ Scientific Literacy: An Analysis of Key Factors Across Performance Levels and Socioeconomic Statuses

Machine Learning Approaches for Predicting U.S. Students’ Scientific Literacy: An Analysis of Key Factors Across Performance Levels and Socioeconomic Statuses

Investigating students’ awareness of their own and others’ deviations from controlled science experiments

ABSTRACT Despite an emphasis on experimentation in science curricula worldwide as part of efforts to improve scientific literacy, students encounter challenges, especially with designing unconfounded experiments as part of the control-of-variables strategy (CVS). Becoming aware of experimental design errors is a potential starting point for learners to enhance their experimental skills. Few studies investigated whether learners can accurately assess experiments and are aware of errors. This experimental study, conducted during the COVID-19 pandemic, investigates the accuracy of students’ assessment of experiments and their awareness of self-generated and others’ (vicarious) design errors. 127 students (grade 7–8) were randomly split into two groups. One group conducted an experiment themselves. The other examined an erroneous example of a fictitious peer. Afterwards, both received the same instructions on the CVS and prompts to assess the experiments. Data were collected via worksheets and photos of their experiments. Analysis reveals difficulties controlling all variables in an experiment, especially if they were continuous. Interestingly, while self- and peer assessment accuracy was generally high, students were significantly more aware of vicarious errors than of self-generated ones. This highlights the potential of using assessment of experimental design errors as learning opportunity for experimentation skills, especially when using vicarious errors.

Development of Comics Media to Improve Science Literacy and Concepts Understanding Junior High School Students In Central Halmahera Regency Through Reading Literacy Program

Development of Comics Media to Improve Science Literacy and Concepts Understanding Junior High School Students In Central Halmahera Regency Through Reading Literacy Program

Primary education students’ scientific literacy in terms of some variables

Primary education students’ scientific literacy in terms of some variables

Exploring Undergraduate Students' Conceptions of Environmental Education Through Phenomenographic Analysis

ABSTRACTThe core function of science education is to equip students with scientific literacy, enabling them to understand complex environmental challenges and actively engage in proenvironmental behaviors. Therefore, understanding students' conceptions of environmental education is crucial for advancing environmental education. In this study, we explored undergraduate students' conceptions of environmental education and its relationship to approaches to learning from a phenomenographic perspective. We conducted interviews with 36 undergraduates and identified 5 qualitatively different categories of conceptions of environmental education, namely, “receiving information,” “disseminating and communicating,” “understanding,” “awareness and reflective thinking,” and “solving problems and taking action.” These categories are hierarchically ordered from lowest to highest, reflecting increasing complexity. Specifically, the first two were categorized as passive conceptions, while the last three were classified as active conceptions. Our findings showed that passive and active conceptions were evenly distributed among the students. In addition, a χ2 analysis revealed an observable correlation between students' conceptions and their adopted learning strategies. Particularly, students with more passive conceptions tended to employ surface learning strategies, whereas those with more active conceptions were inclined toward deep learning strategies. The implications of these findings for promoting students' proenvironmental behavior are discussed.

Analysis Of Biology Problems In Grade X Science Textbooks Based On Bloom's Taxonomy On Anderson's Revision And Communication Skills

Study This analyze problem biology in class X science book based on Anderson's revised Bloom's Taxonomy and skills communication students. Challenges learning the 21st century demands development think critical and communication, but majority question in book text Still focuses on Lower Order Thinking Skills (LOTS). Research aiming evaluate conformity question with dimensions cognitive Bloom's Taxonomy and identifying support to skills communication. Research This use approach quantitative descriptive with analyze question in book text based on LOTS and Higher Order Thinking Skills (HOTS) categories, as well as supporting elements? communication scientific. Research result show that 66.32% of the questions in virus chapter and 72.29% of questions in chapter diversity creature life is at in LOTS category, with domination level cognitive remembering (C1) and understanding (C2). The proportion of HOTS, such as analysis (C4) and creation (C6), very low, indicating limitations in facilitate think critical. Support to skills communication is also minimal, limited to discussion simple without strengthening presentation or debate. Study This highlight the need improvement amount question HOTS based and enrichment element communication in book text For support learning holistic. Findings This give implications important for development more teaching materials balanced and relevant with demands Independent Curriculum. Books text expected can push student For think critical, creative, and communicative, supporting scientific literacy in the era of modern learning.

Development of Digital Scrapbook Media Based on Problem-Based Learning in an Effort to Increase Learning Motivation and Science Literacy of Elementary School Students

This research aims to determine the feasibility and effectiveness of digital media, specifically digital scrapbooks, based on problem-based learning. The research design used is Research & Development (R&D) research with a 4D development model. The stages carried out are the definition stage (Define), the planning stage (Design), the development stage (Develop), and the dissemination stage (Disseminate). questionnaire, Feasibility Assessment Sheet, and documentation. The data analysis techniques used are feasibility analysis, analysis of scientific literacy questions, analysis of learning motivation, and analysis of student responses. The research results show that the average score for the feasibility assessment is 74.7 in the very good category. Digital scrapbook media is also effective in increasing students' learning motivation with an average score of 42.9. Apart from that, a significant value was obtained for the control class and experimental class after using digital scrapbook media in increasing students' science literacy, namely 0.000 < 0.05. This shows that there are differences in students' scientific literacy abilities before and after implementing learning using digital scrapbook media based on problem-based learning, so it can be concluded that there is a significant influence on the application of digital scrapbook media based on problem-based learning on students' scientific literacy abilities. Keywords: Scrapbook Digital Media, Problem-Based Learning, Learning Motivation, Scientific Literacy

Scientific Literacy to Address Sustainability: A Study on Deep-Sea Mining Education with Adolescents from a Social Care Institution

Pursuing sustainable development is increasingly urgent due to resource depletion and environmental degradation, compounded by the need for a green energy transition requiring significant mineral resources. Traditional mining practices result in several environmental impacts, prompting the exploration of alternatives, like mining the ocean floor. This method offers a potentially less invasive way to obtain critical minerals. Notwithstanding, our understanding of the ocean ecosystem, which is crucial to Earth’s life support system, is still too limited. This study aimed to assess an educational intervention on sea mining for polymetallic nodules while improving scientific literacy and system thinking and supporting Sustainable Development Goals (SDG) 4, 13, and 14. A pre-/post-intervention design was implemented with 17 adolescents (aged 12–16 years) from an underprivileged non-formal context. The mixed-methods approach involved role-playing and modelling activities focused on the question: “Do you agree with mining polymetallic nodules in deep-sea waters”? The Wilcoxon test revealed that the intervention changed participants’ opinions about the theme, showing a statistically significant difference in student responses before and after the intervention (Z = −2.165; p = 0.030). A content analysis showed enhanced argumentation, understanding of Earth’s subsystems, and decision-making abilities. These findings suggest that the educational resource positively impacted students’ scientific literacy on the topic. This approach can be extended to other contexts and inform future investigations.

Anticipating future explorations in science and technology literature for university liberal arts majors

Scientific literacy emerges as a vital competency for aspiring preservice educators, underscoring the need for a multidimensional approach to literacy that transcends disciplinary boundaries and fosters a holistic understanding of knowledge. This study investigates the borrowing behaviors of 4,864 students across the teacher education, fine arts, and psychology departments at Nanjing Normal University from 2014 to 2023. A total of 15,859 science and technology book transactions were recorded, culminating in an overall borrowing of 38,783. The analysis employs chi-square tests to explore the relationship between gender and borrowing frequency, particularly in light of the COVID-19 pandemic. A ranking of book categories based on the Chinese Library Classification System is conducted, and the findings are analyzed through SPSS to evaluate the degree of correlation among various levels of borrowing data. Correspondence analysis is utilized to visualize patterns in borrowing across different majors, providing insights into preferences for specific literature and resources. The study further delves into topological structures of borrowing practices using Gephi to create network diagrams, revealing statistical connectivity among readers within a major. Annual borrowing averages for science and technology books are calculated, and predictions for future borrowing trends are visualized using Excel scatter plots, facilitating an understanding of science and technology book reading of liberal arts students, as well as evolving academic resource utilization. The results highlight distinctive borrowing patterns and the impact of demographic factors on students’ library usage, contributing valuable insights to academic resource management.

Cyber anti-intellectualism and science communication during the COVID-19 pandemic: a cross-sectional study

BackgroundDuring the COVID-19 pandemic, science communication played a crucial role in disseminating accurate information and promoting scientific literacy among the public. However, the rise of anti-intellectualism on social media platforms has posed significant challenges to science, scientists, and science communication, hindering effective public engagement with scientific affairs. This study aims to explore the mechanisms through which anti-intellectualism impacts science communication on social media platforms from the perspective of communication effect theory.MethodThis study employed a cross-sectional research design to conduct an online questionnaire survey of Chinese social media users from August to September 2021. The survey results were analyzed via descriptive statistics, t-tests, one-way ANOVA, and a chain mediation model with SPSS 26.0.ResultsThere were significant differences in anti-intellectualism tendency among groups of different demographic characteristics. The majority of respondents placed greater emphasis on knowledge that has practical benefits in life. Respondents’ trust in different groups of intellectuals showed significant inconsistencies, with economists and experts receiving the lowest levels of trust. Anti-intellectualism significantly and positively predicted the level of misconception of scientific and technological information, while significantly and negatively predicting individuals’ attitudes toward science communication. It further influenced respondents’ behavior in disseminating scientific and technological information through the chain mediation of scientific misconception and attitudes toward science communication.ConclusionThis research enriches the conceptual framework of anti-intellectualism across various cultural contexts, as well as the theoretical framework concerning the interaction between anti-intellectualism and science communication. The findings provide suggestions for developing strategies to enhance the effectiveness of science communication and risk communication during public emergencies.

Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction

Inquiry-based learning (IBL) has become a cornerstone of contemporary science education, championed by frameworks like the Next Generation Science Standards (NGSS). While designed to engage students actively in scientific practices, inquiry is often misapplied, resulting in an overemphasis on hands-on investigations. This investigation-centric approach can overshadow other essential phases of inquiry, leading to a superficial understanding of scientific concepts. This paper introduces a Comprehensive Inquiry-Based Science Education (CIBSE) Framework, grounded in responsive teaching and aligned with the NGSS scientific and engineering practices. The framework emphasizes student reasoning, explanation, and the balance between short exploration and scaffolded support, aiming to offer a more holistic approach to inquiry-based science instruction. By synthesizing key elements from existing models and cognitivism, constructivism, and sociocultural learning theories, the CIBSE Framework addresses current gaps and limitations, providing educators with strategies to guide students toward deeper conceptual understanding and critical thinking. Ultimately, this balanced, adaptable framework empowers educators to meet diverse classroom needs, fostering scientific literacy and critical thinking skills essential for navigating an increasingly science-oriented world.

Eksplorasi Data Sains dalam Pendidikan: Membuka Wawasan Baru untuk Siswa SMA

Data science literacy is an important skill in the digital era, but high school students' understanding of this concept is still limited. This study aims to improve students' data science literacy through interactively designed training, including theory delivery and discussion sessions. This study was conducted in Surabaya involving 32 students from five partner schools. The research instruments included a pre-training questionnaire to measure the level of initial understanding, training materials in the form of presentations and educational case studies, and a post-training questionnaire to evaluate the results. The analysis was carried out quantitatively based on the results of the pre-test and post-test, and qualitatively through observation and discussion. The results showed a significant increase in student understanding, with the average post-test score increasing from 45% to 80%. Positive responses from students and teachers indicated that the case study-based training approach was relevant and effective. However, obstacles such as differences in student understanding levels and limited training duration were obstacles to implementation in maximizing knowledge for participants.

Lasting benefits of a web-based training in understanding informal arguments

Being able to comprehend informal arguments in scientific texts is important for scientific literacy in higher education. Successful intervention studies demonstrating that these skills can be trained in university students have not yet provided evidence that gains of explicit training can be maintained beyond immediate post-training assessment. In this study, we tested whether the gains in argument structure comprehension achieved using a self-directed, web-based training intervention could be maintained over several weeks as an indication of sustained improvement in scientific literacy. We also explored characteristics of students and their engagement with the training intervention that resulted in significant and sustained improvements of their argument structure comprehension skills. One hundred students took part in a voluntary supplement to their university courses, completing an online pretest, a 45-minute training session, a posttest (n = 88), and a follow-up test (n = 31). Training effects at posttest were compared with an active control group. The results suggest that the training group exhibited significant gains in argument structure comprehension. These gains were maintained across a four-week period. Students with low starting ability profited the most from the training and gains in argument comprehension were greatest for complex arguments. Training results were positively related to student motivation and this effect was fully mediated by their engagement with the training exercises. The results demonstrate that training gains can be maintained after immediate post-training assessment and suggest that training is particularly effective for low-performing students, for complex arguments, and when students are motivated and engage with the training exercises.