Scientific Literacy Research Articles

On the Harm of Science Popularization

The article discusses some aspects of the relationship between science and society through the prism of such a social phenomenon as the popularization of science. The usual narrative around science popularization today assumes the availability of scientific knowledge and its results for the whole society. However, the academic community quite clearly expresses its concerns about the need and, most importantly, the possibility of conveying scientific knowledge to laypeople in a simplified form. It is this opposition that is playing an increasingly prominent role today, including in the development of state science and technology policy. At the same time, as the author shows, the problem of science popularization turns out to be much more multilayered than it seems at first glance. The popularization of science is only a good indicator of the attitude of the state and society towards science and is a derivative of a more fundamental problem – the relationship between science and the democratic structure of society. Usually, they note several positive trends associated with the popularization of science: helping people to learn about new scientific discoveries and research, which can lead to an increase in interest in science in general; scientific knowledge becomes more accessible to a wide range of people (this contributes to an increase in the general level of education and development of society); science popularization can help to reduce anti-science prejudices and stereotypes as well as to increase the level of scientific literacy and critical thinking in society. However, as the author demonstrates using numerous characteristic examples, this is only one side of the coin. Popularization has another, negative side, which has a no less powerful influence on both society in general and the scientific community in particular. Thus, it is the popularization of science that can lead to the “wildness”of society, to ignoring expert scientific opinion. Due to the need to transfer scientific information in an accessible form, there is a simplification or even distortion of scientific data. This can lead to misunderstandings of science and the spread of myths and false beliefs. Obviously, it is important to find a balance between the availability of scientific information and the preservation of its quality and accuracy. But is it possible to find a balance in such a situation? Or is scientific popularization destined to become part of the entertainment business?

Value Clarification Technique Integrated with Socioscientific Issues through Role-Playing to Enhance Scientific Literacy in Elementary School

This study seeks to examine the differences between the Value Clarification Technique (VCT) model, integrated with socioscientific issues through role-playing, and the more commonly used problem-based learning model in schools. Scientific literacy among elementary school students remains low, necessitating innovative teaching approaches. The research employed a quantitative, quasi-experimental design, specifically utilizing a non-equivalent control group pretest-posttest model. The sample consisted of 71 fifth-grade students, divided into two groups: the experimental group, which received the VCT-based intervention, and the control group, which followed the standard curriculum. Data were collected through pretest and posttest assessments, and hypothesis testing was performed using paired sample t-tests and independent sample t-tests via SPSS 2022. The results indicate that the VCT model, integrated with socioscientific issues through role-playing, significantly improves students' scientific literacy, particularly their ability to explain scientific phenomena. As a critical 21st-century competency, scientific literacy enables students to analyze information, articulate scientific concepts, and draw evidence-based conclusions from data.

THE EFFECT of The PROBLEM BASED LEARNING (PBL) MODEL on STUDENTS’ SCIENCE LITERACY SKILLS on INDONESIA’S ECOLOGY and BIODIVERSITY MATERIALS

Background: Science literacy is the capacity to use clinical information to pick out troubles and draw conclusions based totally on proof so that you can understand and make selections approximately nature and modifications made to nature via human activities. Based on PISA data and preliminary study data, the literacy of science competencies of Indonesian students is still low. One of the learnings that has a positive influence on science literacy is problem-based learning (PBL). Methods: This study applied the Quasi Experiment method with the Nonequivalent Control Group Design. This research was conducted at SMPN 1 Gunung Talang, Solok Regency, West Sumatra in class VII in the 2023/2024 school year. Results: The average value of the experimental class is higher than the average of the control class on the posttest data. The hypothesis test results show that t'count 3.372 is greater than t'table 2.008, so H0 is rejected and H1 is accepted. Conclusion: The application of the Problem Based Learning (PBL) model affects the science literacy skills of students in Indonesian Ecology and Biodiversity material.

The Interdisciplinary Approach of the Content “Transformation of Energy” in High School

The professional high school by the federal schools in Brazil requires an integrated curriculum itinerary. There is a lack of information about how to achieve that in a practical conception of integration. This article aimed to investigate the interdisciplinary approach of the content “transformation of energy” involving the relationship among Science, Technology, Society, and Environment (STSE) in integrated high school. The applied research procedure was a pedagogical intervention in which research subjects were the third year high school students, integrated into the technical course in food (n = 36) at the Federal Institute of Rio Grande do Norte, municipality of Pau dos Ferros, Brazil. The process of planning, execution, and evaluation of the interdisciplinary teaching sequence was carried out by teachers and researchers from different areas i.e., forest engineering, chemistry, phisycs, and physical educational. The data were compiled and evaluated through thematic analysis. The results showed that interdisciplinary learning favors scientific and environmental literacy, conceptual changes, expanded discussions, and the integration of the curriculum.

Integration indigenous science in merdeka curriculum to strengthen scientific literacy and environmental care in elementary schools: Need analysis

This research aims to analyze the needs of integration indigenous science approach in the Merdeka Curriculum to strengthen scientific literacy and environmental care in elementary schools for elementary school students. This research uses a qualitative approach with a case study design. The subjects of this study were 160 elementary school teachers in one of the big cities in Indonesia. Research data collection techniques consist of interviews and questionnaires. The research data analysis technique used an interactive model consisting of data condensation, data presentation, and drawing conclusions. The results of this research show that the teachers propose the reconstruction of indigenous science into scientific science and its integration in learning based on the national curriculum. Analysis of the needs for multimodal reconstruction of indigenous science in science learning in elementary schools shows a very important category. Multimodal indigenous science is proposed from Javanese culture which is specified with the needs of the elementary school sciences scope with the integration of indigenous science carried out in the content, process and product aspects. The results of the initial study recommend that teachers and future researchers can develop learning tools with a multimodal indigenous science approach in the Merdeka Curriculum to strengthen scientific literacy and care for the environment in elementary schools.

Beyond the shore: nurturing future marine biodiversity citizen scientists through Coastal Marine Science Fieldwork programme

ABSTRACT This study aims to assess the impact of the Coastal Marine Science Fieldwork (CMSF) Program in enhancing students' systematic thinking. To prepare students for their role as future global citizens, it is essential to expose them to socioscientific issues and provide first-hand experiences that reveal the interconnectedness of Earth's systems and human activities. Our research yielded the following insights: (1) Students demonstrated a significant increase in systems thinking, environmental nature of science views, and citizen science literacy after the CMSF program, (2) The program afforded students the opportunity to immerse in scientific investigations in ecological environments, effectively bridging the gap between textbook knowledge and the natural world, and (3) Fieldwork opportunities empowered students to assess their compatibility with scientific research, aiding them in making informed career choices in the field of science. This study holds educational significance for students pursuing majors in marine science or related fields at the higher education level. The integration of fieldwork into the learning process allows students to fortify their perspectives on the nature of science, ultimately promoting a greater number of students to consider science as a profession or actively participate in civic action.

A Situational Study to Understand Health Literacy on the Conceptualizations of Scientific Literacy in Bangladesh: Where are We?

Scientific literacy encompasses many other big ideas, such as health literacy. In Bangladesh, there is still a dearth of studies to determine the current state of scientific literacy and health literacy. Therefore, our goal is to fill this research gap. That is to say, what is Bangladesh's current state of scientific and health literacy? A descriptive study was carried out, the data gathered from surveys was arranged, and statistical calculations were performed. This study finds that the participants are not very interested in learning about their surroundings and are not willing to engage in scientific discussions or use scientific knowledge to influence decisions or claims made by others about common health issues. The science curriculum does, however, subtly aim to prepare the next generation of knowledgeable scientists. Therefore, one may legitimately contend that the science curriculum still lacks the clarity necessary to properly train stakeholders. The results have implications for new curricula, curriculum materials, the teaching and learning process, and the public. Teacher’s World: Journal of Education and Res arch, 50(1): 119-134

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.

Exploring Pathways for Stimulating Cultural Services in Rural Ecosystems through Experiential Learning Education

Culture is never static. In modern society, Chinese rural areas are constantly intertwined and dislocated in the processes of traditional culture and modern civilization, involving the equitable and mutually beneficial relationship between people and natural resources and the reconstruction of regional cultural genres in specific periods. The rural humanities and natural resources are important carriers of cultural services. Therefore, research on experiential learning education is important for realizing local cultural revitalization. The efforts of revitalization and renewal of cultural services in rural ecosystems can not only inherit traditional culture, but also promote ecological protection, enhance villagers’ scientific literacy, and realize a harmony between humans and nature. This paper takes Daheping Village in the Hunan Province as an example, combining the ideas of natural education and landscape thinking to explore new ways to activate and enhance the value of rural cultural services from the perspectives of cultural connotations, spatial patterns, basic facilities, and route design. This study provides a new practical guidance paradigm for rural cultural revitalization and future human settlement improvement.

“Once upon a time… a beach sand grain”: a bed-time story and scientific outreach activity for young children to increase sediment literacy

Abstract Purpose Learning science in early years can cultivate children’s curiosity and enjoyment in exploring the world around them, laying the foundation for the progression of science learning and ultimately increasing science literacy. Here, we present an example of a tailored preschool scientific activity designed to enhance literacy about sediments and illustrate their importance to both humans and nature. Methods The activity centres around a captivating story detailing the journey of a sand grain from the mountains to the sea. This storytelling experience is enriched with hands-on observation of various sand grains, informative cards on key topics, and culminates in a creative colouring activity. Results To date, the activity has been repeated five times, engaging 110 children (from 2 to 10 years). It has yielded positive outcomes with both preschool and primary school students, as they were actively engaged in the story and delighted in handling and observing the magnified sand grains. Conclusions The activity was successfully implemented for preschool and primary school students, fostering engagement with the story and the sand samples. However, while the immediate engagement was evident, the impact on sediment literacy remains to be measured. Future structured evaluations are needed to assess the long-term effectiveness of such initiatives in enhancing sediment literacy among young learners.

Science Literacy Skills Among Primary School Teacher Education Students Based on Critical Thinking and Science Process Skills

Science Literacy Skills Among Primary School Teacher Education Students Based on Critical Thinking and Science Process Skills

Reflections on Small-Class Teaching in Veterinary Medicine Undergraduate Programs in China.

As a cornerstone of higher education in China, the quality of undergraduate teaching is crucial for nurturing high-caliber innovative talents that meet the needs of national and social development. Small-class teaching has emerged as a focal point in the reform of undergraduate education and represents an important approach to cultivating top-notch innovative talents. Veterinary medicine is a scientific discipline that encompasses the prevention, control, diagnosis, and treatment of animal diseases. It also involves efforts to prevent the transmission of animal diseases to humans. The training of professionals in this field should emphasize the integration of theoretical knowledge with practical skills. Therefore, small-class teaching facilitates open communication between educators and students, which is instrumental in fostering a new generation of veterinarians equipped with robust professional knowledge, excellent practical abilities, and strong scientific literacy. This paper provides a preliminary exploration into the strategy and direction of small-class teaching within China's veterinary medicine undergraduate programs by summarizing its characteristics, advantages, and existing challenges. The unique traits of veterinary medicine are also taken into consideration during this analysis.

Development of Research-Based Science Literacy Learning at State Madrasah Aliyah in Banda Aceh City

The development of research-based learning modules is crucial for enhancing students' scientific literacy, particularly in the context of Islamic educational institutions. This study addresses the need for a validated and practical science literacy module for Physics instruction at State Madrasah Aliyah (Islamic high schools) in Banda Aceh City. This research employed a development research approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) to design and validate the learning module. The module underwent a three-stage validation process, including the initial module validity test, a second validation focusing on the content material, and a third test assessing the module’s practicality in classroom use. The findings indicate that the module passed through all three stages of testing with positive results. The module validity, content validity, and practicality were all rated as highly valid by respective validators, including module development experts, content specialists, and practicality assessors. The results suggest that the research-based science literacy module is not only valid in terms of content and structure but also practical for use in Physics instruction. The feedback from validators demonstrates that the module is effective and suitable for teaching purposes. The developed module is highly valid and practical for Physics instruction at State Madrasah Aliyah in Banda Aceh. It is feasible for implementation by Physics teachers to enhance students' scientific literacy in line with the research objectives.

Science literacy in the twenty-first century: informed trust and the competent outsider

ABSTRACT A primary justification of teaching science to all young people is to develop students to become “critical consumers” of science. This worthy goal, however, is hampered by a flawed premise that school science is sufficient to develop intellectual independence. In contrast, we start from the premise that we are all epistemically dependent on the expertise of others. Hence, any science education for all must develop the capabilities to become a “competent outsider” capable of making judgements not of the science itself, but whether the source is credible. Essential to developing such informed epistemic trust are: (1) a basic understanding of the social practices that enable the production of reliable knowledge; and (2) a familiarity with the major explanatory theories and styles of reasoning that guide the work of scientists. These elements provide a framework for the non-expert necessary to interpret and understand the work of scientists and the claims they make. We show how such an education would address three of the four primary aims of science education outlined by Rudolph (2022). To achieve this goal a substantial reduction of existing standards to an essential, but fundamentally different, core is required, while returning significant autonomy to classroom professionals.

Exploring the Influence of Family Cultural Capital, School Environment, and Peer Relationships on the Scientific Literacy of Primary School Students: A Conceptual Analysis in Chengdu City, China

This paper explores the impact of blended education on the quality of college student learning in Southwest China during the post-epidemic era. The study highlights the potential of blended learning to enhance student engagement, adaptability, and learning outcomes through the integration of digital tools with traditional teaching methods. It identifies critical factors such as institutional support, technological infrastructure, and faculty training as essential for maximizing the benefits of blended education. Additionally, the paper examines the unique socio-cultural context of Southwest China, emphasizing the need to address regional disparities in digital access to ensure educational equity. The findings suggest that blended education can serve as a transformative model for higher education in the region, fostering essential 21st-century skills and reducing educational inequalities. The paper concludes with recommendations for policymakers and educators to support the sustainable implementation of blended education, contributing to a more resilient and inclusive higher education system.

A review of a decade of scaffolding practices for learning in CLIL science classrooms

Abstract This systematic review examines scaffolding practices in science instruction within Content and Language Integrated Learning (CLIL) environments, where English as a foreign language is the medium of instruction (L2). Adopting PRISMA guidelines, 1,052 records were identified, of which 19 were eligible for inclusion. Our analysis shows the essentiality of rediscursification (modifying instructional discourse) and transsemiotization (combining semiotic resources to enhance the message). It also shows variability in the discourse around translanguaging (the fluid use of languages) across contexts, and that preferences for scaffolding practices are shaped by cultural dispositions. The majority of the studies were non-experimental and focused on vocabulary, with only a minority applying heuristics designed for integrating content and language. We raise the question whether some multimodal resources and students’ first languages truly promote science literacy in CLIL. Finally, we provide research-based implications for science CLIL teachers and trainers to support deeper learning in the L2 science classroom.

Analisis Kualitas Instrumen Penilaian Berbasis Kelas untuk Mengukur Kompetensi Literasi Sains Peserta Didik SMA pada Materi Energi Terbarukan

The aim of this research is to analyze the quality of class-based instruments in the domains of knowledge, attitudes and skills to measure scientific literacy competency. This research uses a limited ADDIE research design consisting of Analyze, Design and Development stages. Data was collected using test and questionnaire methods. This research was tested on 30 Unesa Physics Education Study Program students. Theoretical validity results show that the assessment instrument prepared meets the valid category. The theoretical validity results were obtained from validation by 3 expert validators, namely 2 Unesa Physics Education lecturers and 1 MBI Amanatul Ummah Pacet Mojokerto teacher. Empirical validity was obtained from testing the assessment instrument on 30 active Unesa Physics Education students with a total of 15 questions. Then, the question item was declared valid with an rcount of 0.922 and an rtable of 0.361.

Promoting Scientific Literacy by Teaching in Primary Education the Issue of "Biomass for Biodiesel"

In exploring the integration of biomass education into the primary education curriculum for biodiesel production, the purpose of this study is twofold. Firstly, it aims to highlight the importance of incorporating renewable energy concepts into early education to foster environmental consciousness and sustainability practices from a young age. By teaching students about the potential of using biomass for biodiesel, they can develop an understanding of alternative energy sources and their impact on reducing carbon emissions. Secondly, this study provides practical insights into how educators, as the key players, can effectively implement biomass topics in primary school classrooms. The provision of strategies, resources, and lesson ideas empowers educators, making them feel capable and confident in their role. This ultimately equips students to address the challenges of a changing world. Through this dual purpose, the study not only empowers educators but also contributes significantly to the ongoing discourse on sustainable education practices in primary schools, making them feel part of a larger, impactful movement.

Development of Learning E-Modules Based on Contextual Teaching and Learning on the Material of Changing the Form of Energy to Improve Students' Science Literacy

The low science literacy of students is caused by the lack of utilization of technology in learning activities such as the use of teaching materials. One way to improve students' science literacy is to develop innovative learning materials such as learning e-modules. This study aims to produce contextual teaching and learning-based learning e-modules on IPAS Phase B learning, material for changing the form of energy to improve the science literacy of students in elementary school. This research is a type of Research and Development (R&D) research, the development was carried out referring to the Borg & Gall theory. Data collection tools use valid and reliable test instruments. Based on the results of the material, media and language expert validation test of the validity of the contextual teaching and learning-based learning e-module product obtained an average value of 0.813 with decent criteria. Furthermore, the results of the educator's response test to the contextual teaching and learning-based learning e-module users obtained 86.88 with very practical criteria, while the response of students obtained an average value of 97.59 with very practical criteria. Then the results of the data effectiveness test using the paired t-test with the calculation result of 0.000 < 005 means that there is a significant difference between before being given treatment with contextual teaching and learning-based learning e-modules and after being given the treatment. Based on the data obtained from the results of the study, it can be concluded that the contextual teaching and learning-based learning e-module on the material of changing the form of energy is valid, practical, and effective to improve the science literacy of students in elementary schools

Validity of Project Model Science Learning Tools Assisted by Augmented Reality to Improve Students' Literacy and Creative Thinking Abilities

The development of project model science learning tools assisted by augmented reality has been carried out to improve students' literacy and creative thinking abilities. This development research aims to produce a valid product and describe the results of the validation of the learning device so that it is suitable for use in the learning process. This type of research is research and development with 4D model design which consists of the definition, design, development and dissemination stages. Validation of learning tools was carried out by three competent expert validators at Mataram University. The development of augmented reality-assisted project model science learning tools developed consists of a syllabus, lesson plans, teaching materials, LKPD, augmented reality media as well as scientific literacy test instruments and creative thinking ability test instruments. The results of the research show that the project model science learning tools assisted by augmented reality have very valid and reliable criteria so that they are suitable for use in the science learning process in schools to improve students' scientific literacy and creative thinking abilities.