Integrating scientific literacy skills into a biochemistry course for nonscience majors

2019 ◽  
Vol 48 (1) ◽  
pp. 54-60
Author(s):  
Ann T.S. Taylor
Keyword(s):  
Scientific Literacy ◽  
Literacy Skills ◽  
Nonscience Majors

scholarly journals Student performance on the Test of Scientific Literacy Skills (TOSLS) does not change with assignment of a low-stakes grade

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Verónica A. Segarra ◽  
Nicole M. Hughes ◽  
Kristin M. Ackerman ◽  
Michael H. Grider ◽  
Todd Lyda ◽  
...  
Keyword(s):  
Student Performance ◽  
Scientific Literacy ◽  
Literacy Skills

scholarly journals Promoting male and female students’ scientific literacy skills through RICOSRE learning model

2021 ◽  
Author(s):  
Susriyati Mahanal ◽  
Siti Zubaidah ◽  
Windy Rosyadah Mukti ◽  
Maya Agustin ◽  
Deny Setiawan
Keyword(s):  
Scientific Literacy ◽  
Learning Model ◽  
Female Students ◽  
Literacy Skills ◽  
Male And Female

Determination of Gender Differential Item Functioning in Tegal Students' Scientific Literacy Skills with Integrated Science (SLiSIS) Test Using Rasch Model

2021 ◽  
Vol 10 (2) ◽  
pp. 270-281
Author(s):  
P. Susongko ◽  
Y. Arfiani ◽  
M. Kusuma
Keyword(s):  
High School Students ◽  
Construct Validity ◽  
Differential Item Functioning ◽  
Rasch Model ◽  
Scientific Literacy ◽  
Wald Test ◽  
Literacy Skills ◽  
School Students ◽  
Integrated Science ◽  
Item Functioning

The emergence of Differential Item Functioning (DIF) indicates an external bias in an item. This study aims to identify items at scientific literacy skills with integrated science (SLiSIS) test that experience DIF based on gender. Moreover, it is analyzed the emergence of DIF, especially related to the test construct measured, and concluded on how far the validity of the SLiSIS test from the construct validity of consequential type. The study was conducted with a quantitative approach by using a survey or non-experimental methods. The samples of this study were the responses of the SLiSIS test taken from 310 eleventh-grade high school students in the science program from SMA 2 and SMA 3 Tegal. The DIF analysis technique used Wald Test with the Rasch model. From the findings, eight items contained DIF in a 95 % level of trust. In 99 % level of trust, three items contained DIF, items 1, 6, and 38 or 7%. The DIF is caused by differences in test-takers ability following the measured construct, so it is not a test bias. Thus, the emergence of DIF on SLiSIS test items does not threaten the construct validity of the consequential type.

scholarly journals The Development of Discovery Learning-based Module to Improve Students’ Scientific Literacy

2019 ◽  
Vol 9 (1) ◽  
pp. 73-89
Author(s):  
Indah Slamet Budiarti ◽  
◽  
Triwiyono Triwiyono ◽  
Florentina Maria Panda ◽  
◽  
...  
Keyword(s):  
Scientific Literacy ◽  
Literacy Skills ◽  
Discovery Learning ◽  
Student Responses ◽  
Device Development ◽  
Newton's Law ◽  
Newton’S Law ◽  
Product Assessment ◽  
D Model ◽  
Model Device

In learning science, it is necessary to have a learning model that can integrate scientific literacy skills. This study aimed to develop discovery learning-based module to improve students’ scientific literacy. We used R & D research that adapts the 4-D model device development procedure, namely define, design, develop, and disseminate. Product assessment was carried out after revision stage I by 3 media experts, 3 material experts, and 1 SMA YPPK Taruna Bakti teacher. To determine student responses, the product was tested for feasibility and readability on 5 X grade students of SMA YPPK Taruna Bakti through a limited trial. The product was revised and tested again through a broad trial on 16 students. The revision through experts’ comments and students’ initial responses has affected the readability, feasibility, and usability of developed Newton’s Law module. There were no students who have high scientific literacy. Students who have low scientific literacy were 13 and students who have moderate scientific literacy were 3. It can be said that the module cannot significantly improve students’ scientific literacy because of online learning environment. Keywords: Discovery learning, Modul, Newton’s Law, Scientific literacy

scholarly journals A Survey of High School Students’ Scientific Literacy Skills in Different Gender

2019 ◽  
Vol 1241 ◽  
pp. 012043
Author(s):  
Windy Rosyadah Mukti ◽  
Irma Dahlia Yuliskurniawati ◽  
Nurul Ika Noviyanti ◽  
Susriyati Mahanal ◽  
Siti Zubaidah
Keyword(s):  
High School ◽  
High School Students ◽  
Scientific Literacy ◽  
Literacy Skills ◽  
School Students

scholarly journals Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates’ Evaluation of Scientific Information and Arguments

2012 ◽  
Vol 11 (4) ◽  
pp. 364-377 ◽  
Author(s):  
Cara Gormally ◽  
Peggy Brickman ◽  
Mary Lutz
Keyword(s):  
General Education ◽  
Scientific Literacy ◽  
Scientific Information ◽  
National Research Council ◽  
Literacy Skills ◽  
Curricular Reform ◽  
Undergraduate Biology ◽  
Student Demographics ◽  
Information Measures ◽  
Undergraduate Institutions

Life sciences faculty agree that developing scientific literacy is an integral part of undergraduate education and report that they teach these skills. However, few measures of scientific literacy are available to assess students’ proficiency in using scientific literacy skills to solve scenarios in and beyond the undergraduate biology classroom. In this paper, we describe the development, validation, and testing of the Test of Scientific Literacy Skills (TOSLS) in five general education biology classes at three undergraduate institutions. The test measures skills related to major aspects of scientific literacy: recognizing and analyzing the use of methods of inquiry that lead to scientific knowledge and the ability to organize, analyze, and interpret quantitative data and scientific information. Measures of validity included correspondence between items and scientific literacy goals of the National Research Council and Project 2061, findings from a survey of biology faculty, expert biology educator reviews, student interviews, and statistical analyses. Classroom testing contexts varied both in terms of student demographics and pedagogical approaches. We propose that biology instructors can use the TOSLS to evaluate their students’ proficiencies in using scientific literacy skills and to document the impacts of curricular reform on students’ scientific literacy.

3Rs PROJECT-ANIMAL EXPERIMENTATION IN SCIENTIFIC LITERACY

2020 ◽  
Author(s):  
Candan Kafalı ◽  
Bengü Bozlar
Keyword(s):  
Literature Review ◽  
Secondary School ◽  
Animal Welfare ◽  
Scientific Literacy ◽  
Animal Experimentation ◽  
Literacy Skills ◽  
High Tech ◽  
Fake News ◽  
Good Science ◽  
Learning Scenarios

<p>Many medicinal and toxic compounds are tested on animals before they are declared safe for human use, animals are also used in basic and applied research. But this can be costly, it can cause suffering to animals, and the results do not always to translate successfully to humans. The 3Rs project build learning activities for secondary school pupils to introduce the principles of the 3Rs - the Replacement, Reduction and Refinement of animal experiments. Students will develop their critical thinking and science literacy skills by exploring topics such as ethics in science, how the European Union is protecting the welfare of laboratory animals, and what high-tech non-animal tools are available as alternatives. These six learning scenarios related the 3R principle are available for secondary school teachers in the Massive Open Online Course (MOOC), organised by the European Schoolnet Academy. One of the learning scenarios prepared within the scope of this project is "Animal Experimentation in Scientific Literacy".</p><p>Aim of this learning scenario;</p><ul><li>Students can illustrate the relation between science and society on an ethical and philosophical base.</li> <li>Students can create answers on sustainability problems concerning animal welfare.</li> <li>Students can think critically about emotions vs facts about animals used in science.</li> <li>Students can formulate well-built arguments in a critical debate.</li> </ul><p>To implement this learning scenario;</p><p>Teacher starts with a presentation that describes good science, bad science, pseudoscience and fake news. Good science, bad science/fake news are explained with cases, and discussed with pupils. For instance, these are the subjects of astrology, anti-vaccination, flat world beliefs etc. The topic of animal experimentation and animal welfare is presented to pupils as the subject of the lesson. Pupils are divided into five groups to make literature review about animal experimentation and animal welfare.</p><p>Each group research one of the questions below;   </p><ul><li>Do scientists need animals in science?</li> <li>How animals are affected by experiments in laboratories?</li> <li>What are pros and cons of animal experimentation in science?</li> <li>What could be the alternatives instead of animals inexperimentation?</li> <li>What are ethics in animal experimentation?</li> </ul><p>Each group make literature review and discuss their compiled knowledge by a presentation with other pupils in the classroom. Afterwards, pupils carry out their own research in the school environment and create an online survey to collect data related with their research question about 3Rs and animal experimentation. They implement the survey at the school. They collect data and create a graph for each question. They interpret data and make a conclusion. Pupils evaluate their work according to sample size large, groups represented by the sample and whether the questions are neutral in regards to good science.</p><p>All in all, this learning scenario aims pupils to come by an experience on how good science works and how to avoid bad science and fake news, and improve their scientific literacy skills by the awareness of animal use in science.</p>

scholarly journals Comparison of Views of the Nature of Science between Natural Science and Nonscience Majors

2010 ◽  
Vol 9 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Marie C. Desaulniers Miller ◽  
Lisa M. Montplaisir ◽  
Erika G. Offerdahl ◽  
Fu-Chih Cheng ◽  
Gerald L. Ketterling
Keyword(s):  
Nature Of Science ◽  
Scientific Literacy ◽  
Environmental Science ◽  
College Graduates ◽  
Science Majors ◽  
Science Courses ◽  
Nonscience Majors ◽  
Upper Level ◽  
Undergraduate Science ◽  
Science Educators

Science educators have the common goal of helping students develop scientific literacy, including understanding of the nature of science (NOS). University faculties are challenged with the need to develop informed NOS views in several major student subpopulations, including science majors and nonscience majors. Research into NOS views of undergraduates, particularly science majors, has been limited. In this study, NOS views of undergraduates in introductory environmental science and upper-level animal behavior courses were measured using Likert items and open-ended prompts. Analysis revealed similarities in students' views between the two courses; both populations held a mix of naïve, transitional, and moderately informed views. Comparison of pre- and postcourse mean scores revealed significant changes in NOS views only in select aspects of NOS. Student scores on sections addressing six aspects of NOS were significantly different in most cases, showing notably uninformed views of the distinctions between scientific theories and laws. Evidence-based insight into student NOS views can aid in reforming undergraduate science courses and will add to faculty and researcher understanding of the impressions of science held by undergraduates, helping educators improve scientific literacy in future scientists and diverse college graduates.

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