scholarly journals Assessment of Scientific Literacy of Estonian Gymnasium Students during the Operation of a Competence-based Science Curriculum

2016 ◽  
Vol 4 (5) ◽  
pp. 1142-1147 ◽  
Author(s):  
Anne Laius ◽  
Aveliis Post ◽  
Miia Rannikmäe
Keyword(s):  
Scientific Literacy ◽  
Science Curriculum

Science in an Indigenous School: Insight into Teacher Beliefs about Science Inquiry and their Development as Science Teachers

2015 ◽  
Vol 45 (1) ◽  
pp. 91-99 ◽  
Author(s):  
Craig Rofe ◽  
Azra Moeed ◽  
Dayle Anderson ◽  
Rex Bartholomew
Keyword(s):  
New Zealand ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Science Learning ◽  
Science Curriculum ◽  
Science Inquiry ◽  
School Science ◽  
Indigenous Students ◽  
Depth Interviews ◽  
Insight Into

School science aspires for students to develop conceptual, procedural and nature of science understandings as well as developing scientific literacy. Issues and complexities surrounding the development of science curriculum for Indigenous schools in New Zealand is a concern as little is known about these aspects of science learning in wharekura (Māori Indigenous School). This paper draws upon the findings of an empirical study to address the call for research into effective practices for supporting Indigenous students in learning science. The study is part of a larger project investigating and extending our understanding about how New Zealand teachers’ conceptualise science and science inquiry (investigation). Two Māori teachers participated in the research as well as their class who were supported by two researchers. Data were collected through in-depth interviews with teachers. This research reports the findings of how participating teachers’ conceptualise science inquiry and describes their perceptions of how and why their students should learn science and science inquiry. The paper also presents teachers’ views about their own development as science teachers and suggests two models to address the issue of science teaching in wharekura.

scholarly journals High School Students’ Learning and Perceptions of Phylogenetics of Flowering Plants

2014 ◽  
Vol 13 (4) ◽  
pp. 653-665 ◽  
Author(s):  
Julie R. Bokor ◽  
Jacob B. Landis ◽  
Kent J. Crippen
Keyword(s):  
High School ◽  
High School Students ◽  
Scientific Literacy ◽  
Science Curriculum ◽  
Science Research ◽  
School Curriculum ◽  
Student Response ◽  
Flowering Plant ◽  
School Students ◽  
K 12

Basic phylogenetics and associated “tree thinking” are often minimized or excluded in formal school curricula. Informal settings provide an opportunity to extend the K–12 school curriculum, introducing learners to new ideas, piquing interest in science, and fostering scientific literacy. Similarly, university researchers participating in science, technology, engineering, and mathematics (STEM) outreach activities increase awareness of college and career options and highlight interdisciplinary fields of science research and augment the science curriculum. To aid in this effort, we designed a 6-h module in which students utilized 12 flowering plant species to generate morphological and molecular phylogenies using biological techniques and bioinformatics tools. The phylogenetics module was implemented with 83 high school students during a weeklong university STEM immersion program and aimed to increase student understanding of phylogenetics and coevolution of plants and pollinators. Student response reflected positive engagement and learning gains as evidenced through content assessments, program evaluation surveys, and program artifacts. We present the results of the first year of implementation and discuss modifications for future use in our immersion programs as well as in multiple course settings at the high school and undergraduate levels.

scholarly journals RECONCEPTUALIZING AND FIELD TESTING THE SCIENTIFIC LITERACY FRAMEWORK BY EXPLORING THE ASPECT OF SCIENTIFIC LITERACY IN TURKISH SCIENCE CURRICULUM

2019 ◽  
Vol 18 (5) ◽  
pp. 681-691 ◽  
Author(s):  
Mustafa Cansiz ◽  
Nurcan Cansiz
Keyword(s):  
Science Education ◽  
Scientific Literacy ◽  
Science Curriculum ◽  
Field Testing ◽  
Affective Outcomes ◽  
Science Technology Society ◽  
Science Technology ◽  
Rigorous Framework ◽  
Literacy Framework ◽  
The Impact

The aim of this research was twofold. The first aim was to revise the existing scientific literacy framework developed by Boujaoude in accordance with the current literature about scientific literacy. The second aim was to explore how the aspects of scientific literacy were reflected in the Turkish science curriculum using the revised framework. The impact of science and technology on environment resulted in the need for both scientifically and environmentally literate individuals and therefore, any framework examining scientific literacy should include the interaction between science, technology, society, and environment as an aspect. Moreover, a new aspect was suggested for the framework, the affective side of science, considering the affective outcomes of science education. Finally, the science curriculum from grades 3 to 8 was analyzed using the revised framework. Results showed that the revisions on the framework resulted in a more rigorous framework which evaluates scientific literacy more precisely. Moreover, the results about the analysis of science curriculum indicated that the knowledge of science and the investigative nature of science were reflected in the objectives of the curriculum more than other aspects. The results and implications were discussed. Keywords: affective domain, document analysis, science curriculum, science education, scientific literacy framework.

scholarly journals Vektlegging av lesing i naturfaget. Del 1: Vil den nye norske læreplanen i naturfag øke elevenes lesekompetanse?

2012 ◽  
Vol 5 (1) ◽  
pp. 61-74
Author(s):  
Stein Dankert Kolstø
Keyword(s):  
Reading Instruction ◽  
Science Teachers ◽  
Curriculum Reform ◽  
Scientific Literacy ◽  
Science Curriculum ◽  
Basic Skills ◽  
School Science ◽  
Review Literature ◽  
Scientific Texts ◽  
Related Information

In the Norwegian curriculum reform, coined ”Kunnskapsløftet,” reading is introduced as one of five basic skills to be emphasised in all subjects, including science. Due to the presence of science-related information and debate in society, competence in reading scientific texts should be considered an important aspect of scientific literacy. In this article I review literature which indicates that many students find it hard to read scientific texts, many science teachers are not aware of the importance of teaching students to read in science, and reading instruction is not common in school science. I therefore present an examination of the emphasis on reading in the new Norwegian science curriculum. Based on the analysis I conclude that, contrary to the intension in the curriculum reform, reading has not received the necessary emphasis to change this picture.

scholarly journals How the Finnish compulsory school science curriculum emphasises scientific literacy

2021 ◽  
Vol 9 (2) ◽  
pp. 5-25
Author(s):  
Jari Lavonen
Keyword(s):  
Full Text ◽  
Scientific Literacy ◽  
Science Curriculum ◽  
School Science ◽  
Compulsory School ◽  
School Science Curriculum

Soome põhikooli ülemise astme riiklikus õppekavas käsitletakse loodusaineid eraldi õppeainetena. Õppekava keskendub hoiakute kujundamisele, mis toetavad teaduslike teadmiste kasutamist erisugustes uurimuslikes olukordades ja kontekstides. Õppekava kohaselt on loodusainete õpetamise eesmärk anda õpilastele loodusteaduslik pädevus, mis võimaldab neil teaduslikele teadmistele tuginedes kirjeldada, selgitada ja prognoosida loodusnähtusi, märgata ja määratleda elukeskkonnas esinevaid probleeme ning tõlgendada andmeid ja tõendusmaterjale. Õppekavas pannakse suurt rõhku ülekantavate pädevuste omandamisele, näiteks kriitilise ja loova mõtlemisoskuse ning mitmekesiste töötamisviiside omandamisele. Õppekava keskendub ka omandatud teadmiste kasutamisele uurimistöös ning elulistes ja ühiskondlikes olukordades. Üldiselt püütakse loodusainete õpetamise peamise eesmärgi kirjeldamisel ühendada Robertsi esimest visiooni (kontseptuaalne lähenemine) teise visiooniga (kontekstipõhine lähenemine), millega saavutatakse loodusteadusliku kirjaoskuse areng.  Full text

scholarly journals Appropriate Curriculum: Enabling The Student To Meet The Transdisciplinary Challenges Of A Sustainable Society

2021 ◽  
Author(s):  
Helmut Burkhardt
Keyword(s):  
Scientific Literacy ◽  
Information Overload ◽  
Science Curriculum ◽  
Developed Countries ◽  
Resource Scarcity ◽  
World Population ◽  
Sustainable Society ◽  
Big Picture ◽  
A Minor ◽  
Present World

A sustainable society at present world population levels is faced with many complex issues: curbing further human population growth, preventing nuclear, biological or chemical wars, soothing social and political tensions, fighting poverty, protecting the environment from poison and climatic change, coping with resource scarcity, and managing vulnerable ecosystems. Each one of the items in this list transcends our conventional disciplines. Considering further that all of the problems are connected makes it obvious that neither a scientifically illiterate public nor our professionals, traditionally trained in narrow disciplines, are capable of creating or maintaining a sustainable society.Scientific and ordinary literacy of the general public is a desirable if not a necessary preparation for a sustainable society. Can it be achieved through our present educational means, or is it necessary for education to change? Today, the alphabet and grammar have become simple enough for all to learn how to read and write with a minor effort, and illiteracy in developed countries is now the exception rather than the rule. Unfortunately, this is not the case with scientific literacy. To learn science today is hard and time consuming. Our scientific and engineering knowledge is fragmented into many disciplines, and our curricula in these fields are cluttered with insignificant details. The frustrating information overload prevents most contemporaries from becoming scientifically literate, and it is difficult to get even the simplest of scientific truths to a wide public.A new knowledge structure for the development of a unified science curriculum is presented in this paper. By using universal concepts and universally applicable algorithms of thinking, a knowledge core is presented which connects all the disciplines and avoids duplication. It is concluded that such a unified science reduces the quantity of information required for a broad view of existing knowledge, that the reduced effort in learning such a universal mental tool will motivate more students to think scientifically about broad issues, and that the professionals trained in transdisciplinary sciences will be able to see the "big picture" of the problems facing a sustainable society.

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