Scientific Literacy Research Articles

The Effect of Project Based Learning (PjBL) - STEM in Improving Students' Science Literacy Skills on Topic of Alternative Energy

Science literacy skills are one of the abilities in understanding scientific knowledge to solve problems in everyday life. However, science literacy in Indonesia is still classified as low. So that in the independent curriculum currently used in education, science literacy is one of the competencies that is very important and also needed by Pancasila students. The purpose of this study is to analyze the improvement of science literacy skills as a result of PjBL - STEM learning in class X in one of Bandung State High School on alternative energy material. The sampling consisted of 32 students and the sampling technique was taken using convenience sampling technique. Data collection used is by formative test description of science literacy skills. The test instruments used were 2 questions identifying scientific issues, 2 questions explaining scientific evidence, and 3 questions explaining scientific evidence. The method used in this research is pre-experiment method using one group pre-test - post-test research design. The data that has been obtained is analyzed using the N-Gain value and effect size. The results showed that the value of students' science literacy skills increased with an average post-test score of 83.16 and the overall N-Gain value obtained was 0.57 and included in the moderate category, then the increase in students' science literacy in each indicator, namely in identifying problem issues, explaining scientific phenomena, and explaining scientific evidence has a moderate category. However, of the three indicators, the indicator of identifying scientific issues has the smallest N-Gain of 0.51. The calculation of the effect size value is carried out to determine how much influence learning using the PjBL-STEM model has in improving science literacy skills, so that in the research that has been done it is found that the effect size is 3.23 and is included in the "high" category. Thus, learning with the PjBL-STEM model has an effect in improving students' science literacy skills.

An Analysis of Research Trends on Socio-Scientific Issues in Science Education over Two Decades from 2004 to 2023

<p style="text-align:justify">This paper examined socio-scientific issues-related literature in science education over the past two decades, from 2004 to 2023, to enhance researchers' understanding of research trends. To this end, the Scopus database was utilized to search for articles on socio-scientific issues published from 2004 to 2023. According to the inclusion and exclusion criteria, 288 articles were chosen for the data collection. The analysis was conducted utilizing VOSviewer software. The results show that the number of articles on socio-scientific issues in science education is steadily increasing. The most substantial growth in the number of articles was recorded in the last four years before 2024. The United States is the leader in the publication of articles. The number of citations demonstrates that the United States, Germany, and Sweden are the leading countries. The ten journals with the highest citations are ranked in the Q1 category. The research trends identified five clusters: a) decision-making, b) decision-making and argumentation practices, c) climate change, d) inquiry-based learning and the nature of science, and e) scientific literacy. Furthermore, the findings show that recent research in the context of socio-scientific issues has focused on STEM education. In light of the findings, I propose recommendations for future research.</p>

Neural Mechanisms of Inhibition in Scientific Reasoning: Insights from fNIRS.

This study examines the impact of response and semantic inhibition on scientific reasoning using fNIRS data from 30 students (15 male, 15 female). Utilizing Go/Nogo and Stroop-like tasks within a modified speeded-reasoning task, it was found that inhibition significantly influences scientific reasoning. Specifically, slower responses and lower accuracy on incongruent statements were linked to increased activity in bilateral dorsolateral prefrontal cortex (DLPFC) and pre-supplementary motor area (pre-SMA). The research shows that both DLPFC and pre-SMA are associated with overcoming misconceptions in scientific reasoning. The findings suggest that understanding inhibitory mechanisms can enhance educational strategies to improve critical thinking and scientific literacy.

Development of anattitude scale towards science literacy for secondary school pupils

Development of anattitude scale towards science literacy for secondary school pupils

Using machine learning to predict student science achievement based on science curriculum type in TIMSS 2019

ABSTRACT Most educational systems use either an integrated or a separated science curriculum. However, it is unclear which of these science curricula benefits students more author and existing research provides insufficient information about the implementation details of the curriculum employed. Therefore, this study compares the effects of two science curricula on students’ science literacy, drawing on socio-ecological theory and employing educational data mining techniques. Results from Grade 8 Science students in 44 countries sampled in the Trends in International Mathematics and Science Study (TIMSS) 2019 showed that (1) the integrated curricula benefitted students marginally more than the separated curricula; (2) curriculum type was not essential in directly predicting students’ academic performance; and (3) random forest outperformed linear regression, lasso regression, decision trees, and neural networks in predicting student science achievement. This study advances our understanding of the predictors of student science performance, demonstrates that machine learning techniques can be applied successfully to examine curriculum effects, and provides directions for implementing integrated science curricula.

The effect of integrating STEAM and virtual reality using PjBL on scientific literacy in elementary schools

The effect of integrating STEAM and virtual reality using PjBL on scientific literacy in elementary schools

Implemensi Literasi Sains Dalam Pembelajaran IPA di Sekolah Dasar

In science learning, scientific literacy has a very important role because it prepares students who are qualified, reliable and able to compete internationally. To be able to create and develop scientific literacy in science learning, teachers need to create learning conditions that involve student activity. The aim of this research is to determine the implementation of scientific literacy in science learning in elementary schools. The methods used in this research are literature review/literature study and field observations and interviews. Data processing and analysis was carried out qualitatively with descriptive explanation. It is known that the results of this research are that the implementation of scientific literacy can develop students' thought patterns and behavior and build human character to care, be responsible for themselves, society, the universe and the problems faced by modern society today. Scientific literacy also has an important role in building the welfare of society now and in the future.

The Effect of Digital School Culture on Science Education and Scientific Literacy: A Scoping Review

The Effect of Digital School Culture on Science Education and Scientific Literacy: A Scoping Review

Implementation of Project-Based Learning Model in Integrated Science Learning to Improve Science Literacy Aspects

Implementation of Project-Based Learning Model in Integrated Science Learning to Improve Science Literacy Aspects

Winning the election; determining the main reasons for decision to vote in religious country

Purpose All presidential and legislative candidates want to be the winner. However, they do not know the determinants of voters' reasons for making choices. This study aims to investigate the role of education level, political party brand reputation, religiosity brand personality and e-WOM on voters' decisions with implications for voters' loyalty. Design/methodology/approach The survey method was used to collect data from 1206 respondents who have the right to vote through offline and online using Google forms shared on social media platforms—data analysis using Structural Equation Modeling using the SmartPLS 4.0 program. Findings The results showed that Brand Reputation of Politics can encourage brand Religious Personality and e-WOM. Brand Religious Personality is a factor that causes the decision to vote. However, the level of education is not a determining factor for Brand Religious Personality and e-WOM. In addition, brand religious personality, e-WOM and Decision to vote can mediate Brand Reputation of Political loyalty. Practical implications The findings from this study can help political parties and candidates develop strategies tailored to voters' needs and increase their chances of winning elections. Originality/value The novelty in this study is the development of a model that has never been tested before that uses factor sources from marketing science literacy such as Brand, e-WOM and Loyalty. This study also used moderation variables namely choosing decisions, e-WOM, and religious brand personality. The object of this research was conducted in Indonesia, which is included in the list of developing countries but has never been done in any country. The analysis tool uses the new SEM-PLS version 4.0, so it has a level of novelty and implications that are important for political marketing.

Bridging gaps in COVID-19 vaccine knowledge: Effects of multimodal narratives on message elaboration and recall across science literacy levels

ObjectiveThe study examines the effects of message modalities (visual vs. textual) and rhetorical approaches (narrative vs. expository information) on the elaboration and recall of COVID-19 vaccine information among individuals with diverse levels of science literacy. MethodsWe recruited 328 U.S. adults who were not fully vaccinated against COVID-19 and measured their message elaboration and information recall following exposure to a comic strip, an infographic, a written story, and a short article pertaining to the safety of COVID-19 vaccines. ResultsResults indicated no significant difference in levels of message elaboration and information recall among the four treatment groups. However, exposure to narratives mitigated the gap in message elaboration, whereas exposure to visual information reduced the disparity in information recall among individuals with varying levels of science literacy. ConclusionNarratives can serve as a powerful tool for engaging individuals with lower levels of science literacy, as well as reducing the dependence on scientific knowledge for information processing among those with higher literacy levels. Furthermore, the inclusion of visuals in vaccine messages can augment their effectiveness in fostering shared knowledge among audiences with varying levels of science literacy.

Medicinal plants as a generative theme for the study of organic functions and scientific literacy in chemistry

Chemistry teaching requires the use of approaches that provide students with conditions so that they can critically interpret the reality in which they live. This implies the need to link the content worked with the social context in which the student is inserted. However, the practice of contextualizing is rarely addressed in the classroom, especially when it comes to teaching Organic Chemistry. Therefore, this research aimed to propose a didactic intervention based on the theme of medicinal plants as a proposal to integrate the student's daily life with the construction of knowledge about Organic Functions, in order to make the teaching and learning process more meaningful in accordance with the proposal for Scientific Literacy. The research was carried out with students from a 3rd year class of Integrated Technical High School in Computer Science for the Internet at the Federal Institute of Education Science and Technology Baiano - Campus Guanambi, in the period between November 2022 and May 2023 and involved six stages, with diverse activities. The use of the theme met the objectives of the study proposal, as, depending on the receptivity of the participants, it constitutes a teaching resource that brought the study of Organic Functions closer to everyday life, favoring more meaningful learning. The proposed use of the generating theme also demonstrated that it aroused the students' curiosity and interest, given their active participation in the construction of knowledge, which may have contributed to the teaching and scientific literacy processes.

Development of Independent Curriculum Learning Tools to Increase 5th Grade Student Activeness and Science Literacy

Development of independent curriculum learning tools in the form of teaching modules. The development of teaching modules aims to develop competencies that cover the cognitive, psychomotor and affective domains. This research aims to develop a teaching module by applying the Project Based Learning (PjBL) learning model to increase the activeness and scientific literacy of class V students. The type of research used is research and development with the research model developed being the Borg and Gall model. The product developed is a teaching module. Data collection is carried out through device validation sheets. Data analysis was carried out using qualitative and quantitative methods. The validity results obtained show that the teaching module with an overall average of 91.43% is in very valid criteria. The teacher's ability and student responses show good grades so that it can be said that the teaching module used meets the practicality criteria. The normality test on the use of teaching modules with the application of Project Based Learning (PjBL) shows an increase in students' scientific literacy abilities in experimental or treatment classes, so that the teaching modules used meet practicality criteria. Keywords: Independent Curriculum, Project Based Learning, Scientific Literacy

Science Identity in Undergraduates: A Comparison of First-Year Biology Majors, Senior Biology Majors, and Non-STEM Majors

We argue it is important for everyone to possess basic scientific literacy for multiple reasons. Viewing oneself as a science person or not can impact one’s confidence and willingness to engage with science content thereby improving science literacy. Identifying as a science person may develop early but is not fixed and may shift through science identity work. We investigated science identity views between STEM (science, technology, engineering, and mathematics) and non-STEM majors and assessed whether these views may be influenced by science identity work. Our questions were as follows: (1) How does science identity perception differ between non-STEM and STEM majors? (2) How do non-STEM and STEM students’ perceptions of their science identity change over time? (3) How do non-STEM majors describe a science person compared to STEM majors? We surveyed first-year biology majors, senior biology majors, and non-STEM majors to address our research questions. We found significant shifts in science identity in non-STEM majors taking a general education lab science class pre-course and post-course, differences in agreement regarding science identity between groups, and differences in how a science person is defined among the groups. Our data suggest that instructors can scaffold and support students’ science identity work to increase confidence, STEM retention, and ultimately can improve overall scientific literacy.

Media Reports as a Source of Information for Creating Advisory Bibliographic Resources for the Development of Scientific Worldview

Dissemination and updating advisory bibliographic resources on scientific knowledge, promoting a deep understanding of scientific problems by the public are becoming most important tasks of the library. The purpose of the article is to show the possibility of using messages from the mass media as one of the sources for creating such bibliographic resources. The author presents the results of monitoring 146 Russian media using the Medialogy database (69 federal, 77 regional), conducted in March – April 2023. These analyzed media reports have allowed the identification of objects (organizations, persons, project names) involved in the communication of science and society. As a result of the study, a list of 334 messages served as the most notable informational occasions has been formed. These messages can be the objects of bibliographic description, as well as factual information for creation advisory bibliographic resources (lists, reviews, newsletters, digests, databases, guidebooks) aimed at increasing public awareness of the development of science and disseminating scientific literacy.

A self‐reported instrument to measure and foster students' science connection to life with the CARE‐KNOW‐DO model and open schooling for sustainability

AbstractNational governments are concerned about the disconnection of young people from science, which hampers the development of a scientifically literate society promoting sustainable development, wellbeing, equity, and a green economy. Introduced in 2015 alongside Agenda 2030, the “open schooling” approach aims at enhancing students' science connections through real‐life problem solving with families and scientists, necessitating solid evidence for scalability and sustainability. This study conceptualizes “science connection,” a term yet underexplored, as the integration of science's meaning and purpose into personal, social, and global actions informed by socioscientific thinking. It details a novel 32‐item self‐report questionnaire developed and validated from insights of 85 teachers into “science connection”‐enhanced learning. A new consensual qualitative analysis method with visual and textual snapshots enabled developing quantitative measures from the qualitative findings with rigor. The multilanguage instrument provided just‐in‐time actionable data, enhancing the immediacy and applicability of the feedback to 2082 underserved students aged 11–18 across five countries participating in open schooling activities using the CARE‐KNOW‐DO model. This innovative feature supports open science and responsible open research, offering real‐time insights and fostering immediate educational impact. Exploratory and confirmatory factor analyses revealed five components of science connection: Confidence and aspiration in science; Fun participatory science with teachers, family, and experts; Active learning approaches; Involvement in‐and‐outside school science activities; and Valuing science's role to life‐and‐society. Many students felt connected to science— Brazil: 80%, Spain: 79%, Romania: 73%, Greece: 70%, UK: 57%— with boys: 75%, girls: 73%, nonbinary students: 56%. These differences need in‐depth research. Results suggest that science connections decline from the primary to secondary education, but the CARE‐KNOW‐DO model may reengage older students. A robust science connection enhances scientific literacy and builds science capital. This instrument aids policymakers, educators, and learners in identifying factors that facilitate or impede students' engagement with science for sustainable development efforts.

PENGARUH MODEL PEMBELAJARAN LEARNING CYCLE-5E BERORIENTASI SSI TERHADAP PENGETAHUAN EPISTEMIK

21st century education aims to improve students' scientific literacy skills. Scientific literacy is important for students so that they not only understand science as a concept but can also apply science in everyday life. This research aims to determine the effect of the SSI-oriented Learning Cycle 5E model on epistemic knowledge. The results of the research showed that experimental class II students obtained an average score for working on questions of 6.97, then the average score for experimental class I was 5.92 and the average score in the control class was 4.19. Thus, it shows that the SSI-oriented Learning Cycle 5E model has a better impact on learning compared to the two models used, namely Learning Cycle-5E and the direct learning method.

Fostering student authorship skills in synthetic biology.

Women and racial minorities are underrepresented in the synthetic biology community. Developing a scholarly identity by engaging in a scientific community through writing and communication is an important component for STEM retention, particularly for underrepresented individuals. Several excellent pedagogical tools have been developed to teach scientific literacy and to measure competency in reading and interpreting scientific literature. However, fewer tools exist to measure learning gains with respect to writing, or that teach the more abstract processes of peer review and scientific publishing, which are essential for developing scholarly identity and publication currency. Here we describe our approach to teaching scientific writing and publishing to undergraduate students within a synthetic biology course. Using gold standard practices in project-based learning, we created a writing project in which students became experts in a specific application area of synthetic biology with relevance to an important global problem or challenge. To measure learning gains associated with our learning outcomes, we adapted and expanded the Student Attitudes, Abilities, and Beliefs (SAAB) concept inventory to include additional questions about the process of scientific writing, authorship, and peer review. Our results suggest the project-based approach was effective in achieving the learning objectives with respect to writing and peer reviewed publication, and resulted in high student satisfaction and student self-reported learning gains. We propose that these educational practices could contribute directly to the development of scientific identity of undergraduate students as synthetic biologists, and will be useful in creating a more diverse synthetic biology research enterprise.

Improving Science Literacy Skills through Interactive Physics E-Learning for students at Lapandewa High School

Improving Science Literacy Skills through Interactive Physics E-Learning for students at Lapandewa High School

From vision to enactment: reflections on the practical impact of the Beyond 2000 report

ABSTRACT The Beyond 2000 report (Millar & Osborne, 1998) argued that the school science curriculum of the late twentieth century was designed primarily to provide a sound preparation for progress to more advanced courses in science. It proposed that the curriculum for students up to the age of 16 should instead be designed to develop all students’ ‘scientific literacy’, through a focus on the major ‘explanatory stories’ of science and a set of key ‘ideas-about-science’. Have the recommendations of Beyond 2000 had any lasting impact on curriculum and instruction? I will explore this question by considering the most explicit effort to act on these recommendations, the Twenty First Century Science project (Millar [2006] Twenty First Century Science: Insights from the design and implementation of a scientific literacy approach in school science. International Journal of Science Education, 28(13), 1499–1521.). The development of this curriculum programme for 14–16 year old students in England illustrates the scale and nature of the task of transforming a curriculum vision into an operational reality, and highlights the challenges of achieving significant change, and the main sources of difficulty and resistance. Despite evidence of positive impact on student engagement, external influences have steadily diminished its initial impact and the science curriculum has returned to its late twentieth century emphasis. Yet the Beyond 2000 critique remains as valid today as twenty-five years ago. The science curriculum in most countries does not reflect a clear vision of the contribution of science to a general education. The practical response to Beyond 2000 suggests that significant change requires clarity on intended outcomes and how they might be assessed, and the building of professional and social consensus around them.