Scientific Literacy Of Students Research Articles

Penerapan Model Discovery Learning Berbantuan Media Audio Visual untuk Meningkatkan Literasi Sains Siswa Kelas 5 SD

Based on the results of pre-cycle test and observation of the fifth-grade students at Unggulan Muslimat NU Kudus Elementary School, it`s found that the average students` science literacy is low.This study attempts to discover the improvement of Unggulan Muslimat NU Kudus Elementary School fifth grade students` science literacy when apply discovery learning assisted by audio visual media. This study is a Classroom Action Research (CAR) that conducted in Unggulan Muslimat NU Kudus Elementary School, in even semester in the academic year of 2017/2018. The subjects of this research are the researcher as the teacher model and the fifth grade students that consists of 29 students. This study held for two cycles, there are two meeting in every cycle and consist of four phases: plan, action, observe, dan reflection. The independent variable of this study is discovery learning assisted by audio visual media, and the dependent variable is science literacy. Data collections of this study are science literacy test for knowledge aspect (cognitive), and observation for science literacy of attitude aspect (affective), competention aspect (psychomotor). This study is qualitative and quantitative descriptive analysis. The result of this study shows that, there is enhancement of science literacy of the fifth grade students of Unggulan Muslimat NU Kudus Elementary School in the force material, between first cycle 71,9% and improved in the second cycle 81,5% with high category. This results shows that the application of discovery learning model assisted with audio visual can improve science literacy of the fifth grade students of Unggulan Muslimat NU Kudus Elementary School.

Student Science and Environmental Health Literacy on Hopi Lands

The Hopi Environmental Health Project is funded through the Center for Indigenous Environmental Health Research (CIEHR) at the University of Arizona. When introducing the project to the community, ...

Gender Differences in Students’ Science Literacy towards Learning on Integrated Science Subject

In the 21st century, science literacy is very important and must be owned by students in all level of education. This study aims to analyse gender differences in the mastery of students science literacy on Integrated Science learning and variations in each science literacy indicators in junior high school. 166 female students and 117 male students 283 from three schools with different school rank in academic achievement participated in the study. The participants were tested for scientific literacy skills using Computerized Two-Tier Multiple Choice (CTTMC) instrument. CTTMC instrument used consists of 20 questions and have been validated. In addition, CTTMC instrument contains five indicators of science literacy: recognizing the scientific question, identifying the evidence, drawing a conclusion, communicating the conclusion, and demonstrating the understanding of these scientific concepts. Overall, the percentage of mastery of science literacy for female students is better than male students. Of the five predefined science literacy indicators, female students have a dominant value on four indicators except drawing a conclusion. While the male students had more dominance in the third indicator, that is the drawing of a conclusion. The results show that students’ literacy skills are influenced by gender differences.

Influence of Learning Model Based on Project and Inquiry is Leading to Skin Literature Ability Based on Learning Learning in Basic School (Experimental Study by Applying STEM-based Learning)

The purpose of this research are knowing effect of Self-directed learning, PJBL model and Guided Inquiry to science literacy abilities. This study was conducted at SDN Cibatok 1 dan Cibatok 6 in April-May 2018. Design of this research is post-test only experiment and control group design. The method that used on this research was quasi experiment. Experiment class was treated by PJBL model, while control class was treated by Guided Inquiry model. This instruments consist questionnaire of self-directed learning and science literacy abilities test. The instruments have been valid and reliable. Analysis data used by Anova 2 ways design (2x2 factorial). The result show that: 1) The ability of science literacy of student who are given PJBL model higher than the students who given Guided inquiry models. (2) There is an enhancement of science literacy of students effected by self-directed learning and learning models. (3) The ability of science literacy of students with high self-directed learning who given treatment PJBL model is higher than the students who are given Guided inquiry model. (4) There is no significant difference the ability of science literacy between students low self-directed learning who given treatment by PJBL model and students who are given treatment by Guided inquiry model.

The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis

This study conceptualized ICT as multi-level (country-, school-, and student-level) constructs and examined their relationships with student mathematics, reading, and scientific literacy. Three-level hierarchical linear models (HLM) were employed to analyse the Programme for International Student Assessment (PISA) 2015 data of 305,414 15-year-old students from 11,075 schools across 44 countries. The findings indicated that (i) national ICT skills had a more positive effect on student academic performance than did national ICT access and use; (ii) students ICT availability at school positively associated with student academic success, whereas student ICT availability at home negatively associated with student academic success; (iii) student ICT academic use negatively correlated with student performance, while ICT entertainment use positively correlated with student performance; and (v) student attitudes toward ICT demonstrated mixed effects on student academic success – specifically, student interest, competence, and autonomy in using ICT had positive correlations, while student enjoyment of social interaction around ICT had a negative correlation with student academic performance.

The Development of Science Student Worksheet Based on Education for Environmental Sustainable Development to Enhance Scientific Literacy

Indonesia is a country that has abundant renewable energy sources, one of which is hydropower that can be utilized as an alternative energy source. However, fossil energy remains as major supplier of energy needs in all sectors of activity. The Education for Environmental Sustainable Development (EESD) approach can be applied in science education to prepare learners with environmental knowledge, especially energy, so students can participate actively in solving various energy issues in the environment. EESD is suitable to be trained to students using science student worksheet. The objectives of this research were: (1) to develop EESD-based science student worksheet that is theoretically valid and (2) to know the effectiveness of science student worksheet that is developed to increase scientific literacy. This research used 4-D Thiagarajan development model which includes Define, Design, Develop, and Disseminate stages. The findings of this study indicated that science student worksheet with EESD approach were: (1) theoretically valid according to validator with value A (very good category), and (2) effective to increase student scientific literacy.

Pengaruh Field Trip terhadap Kemampuan Literasi Sains dan Sikap terhadap Sains Siswa SMA pada Materi Ekosistem

The aim of this research is to know the influence of field trip on scientific literacy and attitude towards science of senior high school students before and after the field trip implemetation in ecosystem learning. The research was conducted in SMAN I Pangalengan. The method which was used in this research is Quasi Experimental with Nonequivalent Control Group Design as the design. The result shows that there are significant difference in scientific literacy between the control class where discussion was applied and the experimental class where field trip was applied, with t = 0.003 and α = 0.05. The result also shows that there is a significant attitude between the control and experimental class, with t = 0.003 and α = 0.05. Those results show that field trip gives significant effect on high school student's scientific literacy and attitude towards science in ecosystem concept.

Correlation between integrated science process skills, and ability to read comprehension to scientific literacy in biology teachers students

Scientific literacy is define as the capacity of use scientific knowledge in order to understand and help make decision about the natural world and the changes made it through human activity. Teachers are a major factor in the success of learning, therefore it is necessary to test the scientific literacy skill of biology teacher students. This study aims to find out science literacy of biology teacher students and the corellation between of integrated science process skill, and reading comprehension skill of biology teacher students to their scientific literacy skill. The method for this research used the survey method with correlational studies. The sample of this research is 81 students of biology teacher students of Jakarta State University. The results shows that the scientific literacy of biology education students is destitute. It is shown from the average score of their scientific literacy skill which is 45.58. This study shows that correlation coefficient obtained is 0,457 which means that there is correlation between integrated science process skill with scientific literacy skill. This study also shows that there is correlation between reading comprehension skill with with scientific literacy skill which correlation coefficient obtained is 0,214.

Examination of International Pisa Test Results with Artificial Neural Networks and Regression Methods

Abstract It is approved that artificial neural networks are considerably effective in analyzing flows in which traditional methods and statics are inadequate to solve. In this article, we use a two-layer feedforward network with tan-sigmoid transmission function in input and output layers with PISA of Turkey and Organisation for Economic Cooperation and Development (OECD) science level values. OECD Programme for International Student Assessment (PISA) surveys reading, mathematical and scientific literacy levels every three years. The PISA assessment works on young people’s ability to apply their knowledge and skills to real-life problems and situations rather than on how much curriculum-based knowledge they have. Assessments are made on three core fields reading literacy, mathematical literacy and scientific literacy. The conclusion is that PISA is an important global benchmarking tool, but that bureaucrats and the media need to use the rich data that have been collected together with information about their academic performance. According to statistical evaluations, regression value of ANN was higher than value of regression methods.Keywords: PISA, Artificial Neural Networks, Regression Methods.

Evaluation of Students Scientific and Medical Literacy After Performing Laboratory Exercises in a Microbiology Laboratory for Non-Majors

Introduction to Microbes and Disease was designed to introduce students to the field of Microbiology, with a focus on medicine and disease. In this course, students develop a comprehensive understanding of the structure of biology of microbes and how the human immune system interacts with them to fight disease. All undergraduate students directed on a health science course path will benefit from this introductory course, but this course does not fulfill requirements for Biology majors. The newly developed course was developed in 2013 and was first offered in the fall semester of 2014.
 Pre-assessment and post-assessment exams were used in the Microbes and Disease - Biology 2510 (Introduction to Microbes and Disease) for the spring 2017 semester in which the total enrollment was 140 students. In this study, the assessments were used to examine the confidence and competence in biological concepts and lab techniques in the biology lab course for non-majors. The assessments were evaluated quantitatively and qualitatively. Lab experiment reports were used to examine the collaboration and student-learning occurring in lab. Grades for individual assessments and laboratory reports were collected, and analyzed using Microsoft Excel.
 Scatter plots illustrated the grade distribution of 98 pre and post assessments representing all students enrolled in BIOL 2510 for the 2017 spring semester. Differences between pre and post assessment grades and laboratory report grades are indicated by line charts These graphs also provided comparisons between the different lab sections.
 This science education project addressed active learning themes, the importance of weekly lab write ups, collaborative group work and confidence and competence of biological concepts and laboratory techniques.

Public Health Education: Teaching Epidemiology in High School Classrooms.

Epidemiology instruction has expanded at the undergraduate level in part because it increases student critical thinking and scientific literacy, promotes students' perception of public health as both practical and relevant, and empowers students as independent, lifelong learners. Why then are more high schools not adopting epidemiology as a course requirement for students? Although prior iterations of high school epidemiology courses are noteworthy for incorporating active and participatory learning, embedding them into existing and continually shifting curricula is challenging and time-consuming, especially for teachers not trained in the field. It also may be argued that currently available epidemiology teaching resources emphasize content rather than thinking skills and therefore do not optimally promote students' personal engagement with, and in-depth understanding of, the mission and goals of public health. I propose a new framework for high school epidemiology that draws from progressive education ideology, including three critical elements: empowerment, authenticity, and transfer. I provide multiple examples to show how this framework has been used across a wide array of settings to hone epidemiology thinking skills in high school students.

THE INFLUENCE OF PROBLEM BASED LEARNING MODEL TOWARD SAINS LITERACY ‎SKILL OF STUDENT ON REACTION RATE MATERIALS

This study was aimed to know the effect of problem-based learning model on the ability of students scientific literacy in reaction rate material. Scientific literacy that is examined in this study only on competency dimension of science. This research was conducted at SMAN 8 South TangerangCity. The method used was quasi-experimental with nonequivalent control group design. The sample was taken byusing purposive sampling technique. The data was taken by using an essay test of scientific literacy ability in competency dimension of science. The analysis of data used is t-test that obtained tcountvalue totaled 8.27 and ttable on significant level0.05is 1.99, so that thetcount>ttable. So we can concludethat Ho was refuse. This indicatesthatthe application of problem-based learning model provides a significant impact on the ability of students scientific literacy in reaction rate material. Keywords: Problem Based Learning Model; Scientific Literacy; Competency Dimension of Science; reaction Rate.

Effect of virtual analytical chemistry laboratory on enhancing student research skills and practices

This article aims to determine the effect of a virtual chemistry laboratory on university student achievement. The article describes a model of a laboratory course that includes a virtual component. This virtual component is viewed as a tool of student pre-lab autonomous learning. It presents electronic resources designed for a virtual laboratory and outlines the methodology of e-resource application. To find out how virtual chemistry laboratory affects student scientific literacy, research skills and practices, a pedagogical experiment has been conducted. Student achievement was compared in two learning environments: traditional – in-class hands-on – learning (control group) and blended learning – online learning combined with in-person learning (experimental group). The effectiveness of integrating an e-lab in the laboratory study was measured by comparing student lab reports of the two groups. For that purpose, a set of 10 criteria was developed. The experimental and control student groups were also compared in terms of test results and student portfolios. The study showed that the adopted approach blending both virtual and hands-on learning environments has the potential to enhance student research skills and practices in analytical chemistry studies. Published: 4 December 2017 Citation: Research in Learning Technology 2017, 25 : 1968 - http://dx.doi.org/10.25304/rlt.v25.1968

Efforts to Improve Scientific Literacy of Students through Guided Inquiry Learning Based on Local Wisdom of Baduy’s Society

The aim of this study was to determine the influence of guided inquiry learning model toward the improvement of students’s scientific literacy in integrated science learning on environmental conservation concept based on local wisdom of Baduy’s society. This study used Research and Development method through pretest and posttest test before and after the guided inquiry learning was done. The objects of this study were 31 students who were following the integrated science lecture in 5 th semester which is prospective science teacher. The results showed that there was an improvement in students' scientific literacy after guided inquiry learning (was applied) as shown with a gain value of 0.16 (N-Gain = 0.16) which was included in the medium category. Based on this result, it can be concluded that there is the influence of guided inquiry learning model toward the improvement of students’s scientific literacy in integrated science learning on environmental conservation concept based on local wisdom of Baduy’s society. Keywords: Scientific Literacy, Guided Inquiry, Local Wisdom, Baduy’s Society

The Development of Scientific Literacy through Nature of Science (NoS) within Inquiry Based Learning Approach

Understanding of science instructional leading to the formation of student scientific literacy, seems not yet fully understood well by science teachers. Because of this, certainly needs to be reformed because science literacy is a major goal in science education for science education reform. Efforts of development science literacy can be done by help students develop an information conception of the Nature of Science (NoS) and apply inquiry approach. It is expected that students’ science literacy can develop more optimal by combining NoS within inquiry approach. The purpose of this research is to produce scientific literacy development model of NoS within inquiry-based learning. The preparation of learning tools will be maked through Research and Development (R & D) following the 4-D model (Define, Design, Develop, and Disseminate) and Borg & Gall. This study is a follow-up of preliminary research results about the inquiry profile of junior high school students indicating that most categories are quite good. The design of the model NoS within inquiry approach for developing scientific literacy is using MER Model in development educational reconstruction. This research will still proceed to the next stage that is Develop.

Possible reasons for low scientific literacy of Slovak students in some natural science subjects

Background: The results of international studies have concluded the low level of science literacy in natural science subjects of Slovak students. These studies also showed that this state can be positively influenced by various innovations, which are implemented into the teaching process of above-mentioned subjects.Purpose: The aim of this study is to identify existing problems and try to search for possible reasons of scientific literacy declination. We focused our attention toward the learning process, its elements and teacher–student interaction in this process. In our opinion, it should be possible to find some approaches on how to improve the results of the learning process and thus science literacy in the next PISA evaluation.Sample: Our research included 62 high school teachers from Slovakia, who do teach Biology, Chemistry, and Physics.Design and methods: The research was documented in a non-standardized questionnaire where the teachers were asked closed questions using a Likert response scale. The responses were evaluated by descriptive statistics using tables and graphs.Results: The research presented in this paper has revealed certain issues problems in contemporary education, leading to lower science literacy of Slovak students. Research has also investigated whether teachers have sufficient knowledge and experiences with the implementation of Problem-based learning (PBL) elements in their own teaching. It was observed that students have a reasonably good content knowledge, but an insufficient procedural and epistemic knowledge therefore they are unable to utilize them in problem-solving activities.Conclusions: Teachers were recommended to focus their pedagogical attention on the method of obtaining knowledge and the understanding problem solving in the wider context (qualitative knowledge, science understanding, scientific explanation of phenomena with its proper interpretation).

Curriculum Alignment with Vision and Change Improves Student Scientific Literacy.

The Vision and Change in Undergraduate Biology Education final report challenged institutions to reform their biology courses to focus on process skills and student active learning, among other recommendations. A large southeastern university implemented curricular changes to its majors' introductory biology sequence in alignment with these recommendations. Discussion sections focused on developing student process skills were added to both lectures and a lab, and one semester of lab was removed. This curriculum was implemented using active-learning techniques paired with student collaboration. This study determined whether these changes resulted in a higher gain of student scientific literacy by conducting pre/posttesting of scientific literacy for two cohorts: students experiencing the unreformed curriculum and students experiencing the reformed curriculum. Retention of student scientific literacy for each cohort was also assessed 4 months later. At the end of the academic year, scientific literacy gains were significantly higher for students in the reformed curriculum (p = 0.005), with those students having double the scientific literacy gains of the cohort in the unreformed curriculum. Retention of scientific literacy did not differ between the cohorts.

Scientific Literacy Of A Third Year Biology Student Teachers: Exploration Study

<p>The Department of Biology, Universitas Negeri Malang, manages undergraduate courses to prepare prospective teachers of Biology. Biology teachers have to know two important purposes of science education, that is, educating and motivating students to be involved in careers such as scientists and technologists, and providing students with the significant knowledge and understanding of science and social issues to enable them to become informed citizens. This research is conducted to investigate scientific literacy of the third year students of the department. Scientific literacy skill is measured by Multidimensional Literacy Test (MLT), a combination of multiple choice and essay test. The results showed that Scientific Literacy of the third year students is on the level of functional and structural dimension. The result of the interviews with the teachers about the teaching strategies showed that learning scientific writing, which is an important basis scientific literacy development, still needs to be improved. The results of the study can be used as a consideration in selecting and determining appropriate learning strategies to improve the literacy of prospective biology teachers.</p><p> </p><p><strong>Keywords: </strong><em>Scientific literacy, Biology Student Teachers<strong></strong></em></p>

ANALISIS KEMAMPUAN AWAL LITERASI SAINS MAHASISWA PADA KONSEP IPA

Has conducted research that aims to determine the ability of early scientific literacy of students PGSD UNIROW on the concept of IPA consists of seven indicators: 1) identify the scientific opinion is valid 2) perform literature searches were effectively 3) to understand the elements of research design and how it will impact the findings / conclusions 4) make precise graph of the data; 5) solve problems using quantitative skills, including basic statistics; 6) understand and interpret basic statistics; 7) perform inference, prediction, and drawing conclusions based on quantitative data. The study is part of a study of the development of learning tools to improve science literacy. Science literacy proficiency tests were arranged were twenty-five items. Initial capability analyzed scientific literacy is the ability of scientific literacy of students before applied a model that could be expected to develop the ability of science literacy of students. The analysis showed that the literacy skills of students of higher science is an indicator of effective literature searches with a percentage of 40.15%. While the results of the analysis of the ability of scientific literacy of students lower is an indicator of solve problems using quantitative skills, including basic statistics with a percentage of 6.82%. The results obtained in accordance with the results of surve PISA 2003, 2006, 2009 and 2012 and the results of the TIMSS surve 2007dan year 2011 Indonesia demonstrate the ability of students in Indonesia, including in the low category.

实验记录单里的“素养秘密”

“科学素养”在不同领域有其不同的内涵和解读方式，文章基于国内外学者和相关机构对小学生科学素养的认识，重点从科学意识和态度、科学精神和信念与科学方式和方法三个方面论述两个问题：科学实验记录单中是否存在科学素养，学生的科学素养是否可以通过实验记录单这一形式培养。从实验记录单的设计、使用、数据等研究分析中得出：实验记录单里存在科学素养，并且教师可以通过这一形式对学生科学素养进行培养。 In different areas, it has different connotations and ways of interpretations of Scientific Literacy. This paper based on the understanding of the scientific literacy of primary school students by scholars and related organizations at home and abroad. The paper will discuss two problems from the aspects of scientific consciousness and attitude, scientific spirit and belief and scientific methods: the first one is whether there is scientific literacy in scientific experimental records. And the other one is whether the scientific literacy of students can be cultivated through the experimental records. Ultimately, from the analysis of experimental records’ design, use and data, it can be concluded that there is scientific literacy in the experimental records, and the teacher can cultivate the students’ scientific literacy through this form.