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Scientific Literacy: Another Look at Its Historical and Contemporary Meanings and Its Relationship to Science Education Reform
Abstract
Scienti®c literacy is a term that has been used since the late 1950s to describe a desired familiarity with science on the part of the general public. A review of the history of science education shows that there have been at least nine separate and distinct goals of science education that are related to the larger goal of scienti®c literacy. It is argued in this paper that instead of de®ning scienti®c literacy in terms of speci®cally prescribed learning outcomes, scienti®c literacy should be conceptualized broadly enough for local school districts and individual classroom teachers to pursue the goals that are most suitable for their particular situations along with the content and methodologies that are most appropriate for them and their students. This would do more to enhance the public's understanding and appreciation of science than will current efforts that are too narrowly aimed at increasing scores on international tests of science knowledge. A broad and open-ended approach to scienti®c literacy would free teachers and students to develop a wide variety of innovative responses to the call for an increased understanding of science for all.
... Developing scientific literacy (SL) skills are an important part of an undergraduate science curriculum [1] and include, but are not limited to, understanding of the nature of science and its applications, critical thinking capability, and the ability to apply scientific knowledge to solve problems [1,2,3]. SL proficiency is important for success in a career in the scientific field [2,4]. ...
... Developing scientific literacy (SL) skills are an important part of an undergraduate science curriculum [1] and include, but are not limited to, understanding of the nature of science and its applications, critical thinking capability, and the ability to apply scientific knowledge to solve problems [1,2,3]. SL proficiency is important for success in a career in the scientific field [2,4]. ...
... This demonstrates that engagement with the course material, which can involve adopting a deeper approach to learning, is associated with greater learning self-efficacy [49,50]. Therefore, from an instructional standpoint, encouraging and emphasizing the adoption of a deeper learning approach can provide a means to support the development of critical skills, such as SL skills [1], in undergraduate education. SL capabilities include, but are not limited to, the ability to critically evaluate and understand scientific literature [2,51] and apply this information to a greater context [1,2]. ...
... O intuito dessa prática era possibilitar uma participação mais eficaz dos alunos em uma sociedade cada vez mais democrática. Os objetivos defendidos foram a liberdade de pensamento e o desenvolvimento intelectual de todos os estudantes (DEBOER, 2000). ...
... Posteriormente, no início do século XX, a educação científica começou a ser tida como fundamental, a fim de que toda a sociedade fosse capaz de compreender a ciência, a tecnologia e suas correlações com a vida contemporânea, devido à relevância que começa a ter com os episódios decorrentes do período entre as grandes guerras. Em 1932, a Sociedade Nacional Americana para o Estudo em Educação (AESA) iniciou uma nova discussão, colocando em pauta a preocupação de que os elaboradores dos currículos escolares tivessem esquecido a razão fundamental da educação científica, sendo necessário resgatar que a ciência era estudada para fornecer um amplo entendimento do mundo natural e da forma como a vida das pessoas era afetada, não devendo ser apresentada como uma série de conhecimentos decorativos (DEBOER, 2000). ...
A formação do pedagogo, profissional que leciona para a educação infantil e anos iniciais do ensino fundamental variou bastante ao longo dos anos, assim como os objetivos desse profissional para o mercado de trabalho. Paralelamente, o ensino de ciências e a chancela dessa como uma disciplina escolar também possuiu um histórico de mudanças, sempre atrelado e subordinado ao currículo que o contexto sócio-político do país demandava. Nesse sentido, investigou-se um grupo de professoras dos anos iniciais do ensino fundamental que lecionam na rede pública municipal de São Paulo acerca de suas concepções sobre ciências e o seu ensino, por meio da aplicação de um questionário. Os resultados obtidos revelam que ainda existem lacunas formativas para lecionar ciências, o que acaba limitando as práticas e a forma como a ciência é apresentada para os educandos, assim como aprimoramentos nas estruturas curriculares para o ensino de ciências nos cursos de Pedagogia precisam ser realizados. Palavras-chave: Ensino de Ciências. Formação de Professores. Anos Iniciais do Ensino Fundamental.
... Важен момент в разбирането на грамотността е определението, дадено от ЮНЕСКО през 50-те години на ХХ в.: грамотността е съвкупност от умения, включващи четене с разбиране на даден текст и писане на кратко изложение, отнасящо се до всекидневния живот на индивида (Коларова et al., 2017;DeBoer, 2000;Millar, 2006). С развитието на обществото и с нарастване на изискванията за успешна реализация на личността, представата за грамотност претърпява изменения в посока на по-широко тълкуване. ...
... Основните компоненти в дефинициите за природонаучната грамотност, включени в специализираните литературни източници (Тафрова-Григорова, 2013;Цанков, Генкова, 2009;Янкова, 2015b;Янкова, Щивачева, 2015;Bybee, 1997;DeBoer, 2000;Dillon, 2009;Holbrook, Rannikmae, 2009;Laugksch, 2000;Norris, Phillips, 2003;Roberts, 2007;Roberts, Bybee, 2014;), са представени в таблица 5. ...
Химията е експериментална наука и като такава ролята на експеримента в обучението по химия има неоспоримо значение. Разбирането на химичното знание и неговото осмисляне от учениците може да бъде успешно само чрез широкото прилагане на химичния експеримент в процеса на обучение. Този факт обуславя фиксирането в съдържанието на Държавните образователни изисквания за учебно съдържание и в Учебните програми по Химия и опазва-не на околната среда област на компетентност „Експеримент, изследване и изчисления“. Акцентът върху експеримента в обучението по химия, който е поставен в държавните документи, безспорно показва важността на експери-менталния метод за активиране на познавателните и творчески способности на учениците, за овладяване на способи за практическа дейност, за формиране на умения за самостоятелна работа. Химичният експеримент е изпитано сред-ство за повишаване достъпността на изложението и за разкриване на съдър-жанието на химията като наука за природата. Чрез учебния химичен експери-мент се развива и разширява и научния светоглед на учениците. Те се убежда-ват, че светът е познаваем, опитът е основа на познанието и критерий за ис-тината. Учебният химичен експеримент има особени нравствени и естетичес-ки функции, формира воля, целеустременост, уважение към хората и към нау-ката. Всичко това убедително показва, че въпросът за качеството на обучение-то по химия е винаги свързано с изпълнението на подходящи учебни експери-менти, което определя изследванията по тази тема като актуални и важни.
... The theoretical concepts which were chosen to underlie the principles of our laboratory project were based on the studies of social practices of reading and writing in Higher Education, the New Literacy Studies (NEL), proposed by Street (1984;2010;2014) and by Lea and Street (1998;2000;2014). ...
... Some of the elements which can be considered in any study of enculturation may be genres, teaching practices in disciplines, disciplinary scopes, institutional support and so on. We believe the concept of enculturation (PRIOR; BILBRO, 2012) within the second perspective described above as well as the concepts of the New Literacy Studies (NLS) (STREET, 1984;2010;2014;STREET, 1998;2000;2014), especially those related to academic literacies, are analogous, since they consider the need for offering explicit teaching for the inclusion of novice participants in new literacies practices of Higher Education, however without causing acculturation (forcing the students to a new culture). Following our discussion of the theoretical aspects which guide the proposal of our laboratory, we define the methodology which underlies this work. ...
This paper aims at presenting the results of a study whose objectives are a) to identify activities related to academic literacies carried out in Brazilian university writing laboratories; b) to present LILA as a collaborative network lab. This research was carried out within a qualitative paradigm, including a bibliographic review, document analysis of labs investigated and the description of future actions to be developed by LILA. The results indicate that these laboratories contribute to the insertion of students and researchers in academic literacies practices, and thus LILA was conceived in order to promote both scientific and academic literacies.
... So, what does it mean to be "science literate"? Since the term science literacy was used in the late 1950s, it has no precise definition, and we could define it as a kind of general education in science (Almeida, Santos, & Justi, 2022;Matthews, 2014;DeBoer, 2000;Bybee, 2010;Millar & Osborne, 1998;Hodson, 2003). This point of view was already highlighted at the "World Conference on Education for All" in 1990 by UNESCO, where the primary goal of science education was stated to be the promotion of "a world community of scientifically and technologically literate citizens" (UNESCO, 1999, cited in Millar, 2006. ...
... Moreover, the same authors (Norris and Phillips, 2003) point to a dual, related but different understanding of literacy that is nevertheless interrelated, i.e., literacy as primary goals on the one hand, and skill development, knowledge, learning, or education more broadly as higher goals on the other. Bybee (1997), DeBoer (2000, Bybee (2010), Bybee and McCreae (2011) argue that science literacy should not be defined in terms of specifically prescribed learning outcomes but should be defined broadly enough to pursue the goals of the individual science education programs in which it is used. Osborne (2007), on the other hand, problematizes that science education as practiced does not meet the needs of today's youth, arguing that today's science curricula and practices are primarily 'fundamental,' meaning that the focus is on educating future scientists rather than future citizens. ...
One of the aims of education is to produce wise and responsible citizens who are aware of their impact on the environment and can address and solve daily life problems. From this point of view, science education leading to science literacy is helpful for all students, regardless of their future careers. In this paper, we first review the definitions of science literacy in the literature and present the strategies for its development. In Slovenia, we refer to the ongoing national project NA-MA POTI. Most of the strategies studied focus on primary and secondary schools. However, for the development of science literacy in primary and secondary education, teachers themselves must achieve a sufficient level of science literacy. The research was conducted with a small group of prospective teachers, focusing on three components of science literacy: asking research questions, making hypotheses, and designing an experiment. In addition, we analysed the curricula of the science didactics courses in the teacher education program. The findings show a great need for a systematic change in the curricula. Finally, proposals and ideas for improving the curricula for the didactics of science and the syllabus of the Subject teacher study program are presented.
... DeBoer (2000, p. 592) identifies nine objectives proposed for science education, all of which contribute to the greater goal of scientific literacy. One of them can be summarized as ''understanding the science news and discussions in popular media'' (DeBoer, 2000). In their study ''Science and technology literacy and informal science education: The potential role of newspapers'', Kavak, Tufan, Demirelli (2006) focused on the side effects of science and technology on the environment rather than the news about science and technology in the newspapers. ...
... However, presenting socio-scientific issues with a negative perspective in newspapers will cause readers to have some negative attitudes about science. In science communication, newspapers appear to be effective in focusing on science and science literacy and they provide citizens with the information they need to make decisions in their daily lives (Kahan, 2014;DeBoer, 2000). On the other hand, it is obvious that the information in the news should be satisfying in terms of quantity and accuracy. ...
Science communication describes the connection between science and society in various ways. Written media and media tools contribute to strengthening science communication. The aim of this research was to examine the science and technology news in daily newspapers published in Turkey. Three newspapers in Turkey (Hürriyet, Sabah, and Posta), and their publications between August 28th and September 21st, 2019, were selected in this study. Some reviews have been made into how often these newspapers include science and technology events occurring in Turkey and around the world, what type of scientific news there is, and in what way the socio-scientific contents are presented in newspapers. The content analysis method was used in the study and the news items were presented in categories. As a result of the research, it was observed that science and technology news is given little space in these newspapers and is generally presented in the small columns on the last pages. It was seen that newspapers are an important tool in presenting scientific content and socio-scientific issues to society, but these depictions made are in certain patterns. Öz Bilim iletişimi, bilimin toplumla çeşitli yollarla bağlantısı olarak tanımlanmaktadır. Yazılı basın ve medya araçları bilim iletişimini güçlendirmede katkı sunabilir. Araştırmanın amacı Türkiye'de yayınlanan günlük basılı gazetelerdeki bilim ve teknoloji haberlerine ne kadar ve nasıl yer verildiğinin incelenmesidir. Araştırmada incelenmek üzere 28.08.2019-21.09.2019 tarihleri arasında Türkiye'de yayınlanan üç gazete (Hürriyet, Sabah ve Posta) seçilmiştir. Araştırma kapsamında incelenen gazetelerin, Türkiye'de ve Dünya'da geçen olaylara konu olmuş bilim ve teknoloji haberlerine hangi sıklıkla yer verdikleri, en sık hangi tür bilim haberlerine yer verdikleri, sosyo-bilimsel içeriklerin ne şekilde sunulduğu incelenmiştir. Araştırmada içerik analizi yöntemi kullanılmıştır ve tespit edilen haberler kategoriler halinde sunulmuştur.
... The term scientific literacy emerged in the 1950s, right after World War II and at the genesis of the space race. Manifesting itself as a vague and imprecise term, scientific literacy has received greater attention since the 1980s, during which time various studies have been produced to conceptualize it (DeBoer, 2000;Miller, 1983;Shamos, 1995). ...
... This fact demonstrates the breadth of scientific literacy and the lack of comprehensive instruments to fully assess it, leading some researchers to develop instruments specific to certain areas. Moreover, this scenario supports the idea of DeBoer (2000), in which the author argues that Science literacy should be conceptualized broadly enough for local school districts and individual teachers to pursue the goals best suited to their particular situations and the content and methodologies most appropriate for them and their students.(p.582) ...
The study aimed to analyze scientific literacy assessment instruments. In this sense, a systematic literature review was carried out in the B-On, SciELO, Scholar Google, and RCAAP databases to identify studies using scientific literacy assessment instruments. The selection criteria included articles published between 1990 and 2020 in Portuguese, English, or Spanish, which developed and/or used scientific literacy assessment instruments. Articles that did not address scientific literacy in the title or abstract did not cite instruments and results of assessing students' scientific literacy, reviews, case studies, and articles that assessed specific subjects or subjects were excluded. Thirteen scientific literacy assessment instruments were identified. Most of the studies were conducted in Brazil, Indonesia, and the United States, predominating with Secondary School students. Higher Education students were the ones with the most positive results. The most evaluated dimensions of scientific literacy were related to different scientific literacy skills. The respondents' classifications were obtained through the descriptive frequencies of responses to the items, with no standardization in the categorization processes of the results. Our findings led us to conclude that caution is required when comparing the results of the studies, since many instruments were applied at educational levels and in contexts different from those for which they were developed. RESUMO: O estudo teve por objetivo analisar instrumentos de avaliação da literacia científica, nesse sentido, foi realizada uma revisão sistemática de literatura (SLR) nas bases de dados B-On, SciELO, Google Académico e RCAAP com vista a identificar estudos que utilizaram instrumentos de avaliação da literacia científica. Os critérios de seleção incluíram artigos publicados entre 1990 e 2020, em português, inglês ou espanhol, que desenvolveram e/ou utilizaram instrumentos de avaliação da literacia científica. Foram excluídos os artigos que não abordaram a literacia científica no título ou no resumo, não citaram instrumentos e resultados da avaliação da literacia científica de alunos, revisões, estudos de casos e artigos que avaliaram disciplinas ou assuntos específicos. Foram identificados 13 instrumentos de avaliação da literacia científica. A maioria dos estudos foi realizada no Brasil, Indonésia e Estados Unidos, predominando as pesquisas com alunos do Ensino Secundário. Os alunos do Ensino Superior foram os que apresentaram resultados mais positivos. As dimensões de literacia científica mais avaliadas relacionaram-se com as diferentes habilidades de literacia científica. A classificação dos inquiridos foi obtida através das frequências descritivas de resposta aos itens, não havendo uma padronização nos processos de categorização dos resultados. Concluímos ser necessária alguma precaução na comparação dos resultados dos estudos, uma vez que muitos instrumentos foram aplicados em níveis de ensino e em contextos diferentes daqueles para os quais foram desenvolvidos. Palavras-chave: literacia científica, avaliação, instrumentos, revisão sistemática de literatura. INSTRUMENTOS DE EVALUACIÓN DE LA ALFABETIZACIÓN CIENTÍFICA: UNA REVISIÓN SISTEMÁTICA DE LA LITERATURA RESUMEN: El estudio tuvo como objetivo analizar los instrumentos de evaluación de la alfabetización científica, en este sentido, se realizó una revisión sistemática de la literatura (SLR) en las bases de datos B-On, SciELO, Google Académico y RCAAP con el fin de identificar estudios que utilizaron instrumentos de evaluación de la alfabetización científica. Los criterios de selección incluyeron artículos publicados entre 1990 y 2020, en portugués, inglés o español, que desarrollaron y/o utilizaron instrumentos de evaluación de la alfabetización científica. Se excluyeron los artículos que no abordaban la alfabetización científica en el título o resumen, no citaban instrumentos y resultados de la evaluación de la alfabetización científica de los estudiantes, revisiones, estudios de caso y artículos que evaluaban materias o materias específicas. Se identificaron 13 instrumentos de evaluación de la alfabetización científica. La mayoría de los estudios se realizaron en Brasil, Indonesia y Estados Unidos, predominantemente investigaciones con estudiantes de secundaria. Los estudiantes de Educación Superior fueron los que obtuvieron los resultados más positivos. Las dimensiones más evaluadas de la alfabetización científica se relacionaron con diferentes habilidades de alfabetización científica. La clasificación de los encuestados se obtuvo a través de las frecuencias descriptivas de las respuestas a los ítems, sin estandarización en los procesos de categorización de los resultados. Concluimos que se requiere cierta cautela al comparar los resultados de los estudios, ya que muchos instrumentos se aplicaron a niveles educativos y en contextos diferentes a aquellos para los que fueron desarrollados. Palabras clave: alfabetización científica, evaluación, instrumentos, revisión sistemática de la literatura. Educação em Revista|Belo Horizonte|v.39|e37523|2023
... One of the primary concerns in contemporary primary school science education is the need to improve learning outcomes (DeBoer, 2000). Despite the continuous efforts of educators and policymakers, there remains a gap in achieving desired learning achievements (Stigler & Hiebert, 2009). ...
In a world characterized by rapid technological advancements and evolving educational needs, the quest for innovative teaching methodologies has never been more crucial. This research delves into the transformative potential of quantum teaching in the realm of primary school science education. Quantum teaching, inspired by the principles of quantum physics, reimagines the classroom as a dynamic arena for holistic learning, critical thinking, active engagement, and creativity. The study investigates the holistic nature of quantum teaching, emphasizing the interconnectedness of scientific concepts, and the promotion of critical thinking skills essential for scientific inquiry. It explores the practical implications of implementing quantum teaching, including curriculum design, teacher training, classroom dynamics, and assessment methods. The research reveals how quantum teaching can enhance student engagement, foster problem-solving abilities, and ignite a passion for science. It underscores the significance of this research in the context of educational improvement and the field of primary school science, as it paves the way for more dynamic and effective educational practices. This research contributes to the existing body of knowledge by introducing innovative teaching methods, emphasizing holistic learning, critical thinking, active engagement, and flexibility. It underscores the importance of creativity, interdisciplinary connections, student-centered learning, and data-driven educational improvement. By preparing students for the future, this research advances the dialogue on educational enhancement and the evolving landscape of education in a dynamic world. In conclusion, this research signifies the beginning of a new era in primary school science education, urging educators, parents, communities, and policymakers to embrace the quantum teaching frontier and unlock the potential of a new generation of scientists and thinkers.
... There is no common opinion among international education institutions, science educators, science philosophers, science historians and scientists about what the nature of science means. They have nonetheless achieved a consensus about the fact that understanding the nature of science is a perennial objective of science teaching (Bell, Lederman, & Abd-El Khalick, 2000;DeBoer, 2000). The nature of science refers to the epistemology of science in general, or beliefs and values specific to the nature of the development of scientific knowledge (Lederman, 1992). ...
This research has examined prospective preschool teachers' views on the nature of science and scientific inquiry. The research was conducted with 54 prospective preschool teachers. Two data collection tools were employed: "Views on Nature of Science" (VNOS-C) to determine prospective preschool teachers' views on the nature of science and "Views about Scientific Inquiry Questionnaire" (VASI) (Lederman et al., 2014) to explore their opinions about scientific inquiry, and individualized semi-structured interviews were administered to each participant in order to determine the conceptual meanings of the prospective teachers related to the nature of science and scientific inquiry. Research findings revealed that prospective preschool teachers have inadequate views and conceptual errors with regards the nature of science and scientific inquiry. Additionally, a statistically significant difference was identified between prospective preschool teachers' views in terms of nature of science and scientific inquiry (r=.795, p<.05).
... Scientific literacy is the ability of someone who can describe, provide explanations and predict natural phenomena (DeBoer, 2000). According to OECD (2019b) scientific literacy consists of three interrelated aspects, namely knowledge, context and competence. ...
This study aims to identify misconceptions experienced by students, the level of scientific literacy skills and the relationship between misconceptions and scientific literacy skills on global warming. The research method used is correlational research with a quantitative approach. The sample selected was 80 students using purposive sampling technique. The instrument used was 10 items to measure misconceptions with a four-tier multiple choice diagnostic test and 10 test items to measure scientific literacy skills. The results of the analysis of misconceptions with CRI showed that the category of misconceptions was 44% with moderate criteria, students who understood the concept were 32% and did not understand the concept by 32%. The results of the analysis of scientific literacy skills obtained an average value of 40.65, a percentage of 40.7% and is in the low category after interpretation. The aspect of scientific literacy that is measured in the highest percentage is the context aspect with an average percentage of 48.1%, the knowledge aspect is 40.4% and the competence aspect is 34.1%. The results of the analysis of the relationship between misconceptions and scientific literacy skills were carried out using the Pearson product moment correlation test which showed a positive and significant relationship with a significant value of 0.008 < 0.05 and a large correlation value of 0.270 with a low category. Based on the hypothesis test, the results show that there is a positive relationship between misconceptions and scientific literacy skills with tcount 2.476 > ttable 1.990.
... In addition, these individuals can reach healthier conclusions on socioscientific issues. In summary, the main condition for being a productive society is scientific literacy and therefore an improved perception of NOS (DeBoer, 2000;Dienes, 2023;Herman et al., 2019;Vilanova and Martins, 2020). ...
Today, only people, who truly understand what scientific knowledge is and how it is obtained, are considered scientifically literate. This understanding expected in today’s scientific areas is called the nature of science (NOS). This study aimed to determine the perceptions of high school students and their parents regarding NOS. In addition, the changes in high school students’ and their parents’ perceptions of NOS according to various variables were examined. The data of the research were collected in the second semester of the 2021-2022 academic year. The research involves students and their parents studying in high schools in Konya, a Central Anatolian province of Turkey. The sample group of the research consists of 428 high school students and 428 of their parents. “NOS Questionnaire as Argumentation (NSAAQ)” developed by Sampson and Clark (2006) and translated into Turkish by Çetin et al. (2010) was used. As the results showed, students’ perceptions of NOS did not differ significantly according to gender, grade level, place of residence, and average monthly income of the family. Only in the first dimension (How do you define scientific knowledge?) was there a significant difference between parents in favor of men. However, this difference had a low effect size. On the other hand, the fact that parents with higher education had average score and the existence of a significant linear correlation between NOS perceptions of students and their parents were two noteworthy findings. From this perspective, it can be said that today’s formal education process in Turkey has significant deficiencies in terms of a more advanced understanding of NOS. In summary, it is clear that the desired development has not been achieved in the perceptions of high school students regarding NOS in formal education in Turkey.
... Since 1999, PISA has contributed to the diffusion of the concept of SL as a political goal (OECD, 1999(OECD, , 2017. Various concepts of SL have been formed through time (e.g., Bybee, 1997;DeBoer, 2000;Roberts, , 2011 that take into account the importance of both knowledge and its use in a context. In 2018, Sjöström and Eilks reflected on the evolution of different visions of SL, starting from suggestion of two different visions of SL. ...
During the COVID-19 pandemic, the unexpected lockdown of schools brought many challenges to redesigning the teaching and learning of chemistry at the secondary schooling level. The demand for online teaching under COVID-19 conditions was, however, also an opportunity to reflect on introducing new content, pedagogies, and media. This paper reflects on the implementation of a chemistry lesson plan ocusing on the socio-scientific issue of ethanol used for hand sanitizers in Italy. Ethanol is possibly the most common ingredient of hand sanitizer lotions and provides an authentic context for the learning of and about chemistry. The objective
was to promote students’ awareness of the deep interconnections
... Analysis of the potential development of the knowledge dimension in ESSI newspapers as a source of information is still very rare, even though newspapers are a rich source of information and knowledge. Some studies also show the positive potential of using mass media as a learning resource in the classroom (DeBoer, 2000;Elliott, 2006;McClune & Jarman, 2010). The lack of a basic framework and appropriate methods for exploring the potential of newspapers as a source of ESSI, especially for teachers, causes a gap in this field. ...
Environmental issues in online newspapers allow environmental course instructors to examine social scientific topics in a sustainable. However, it remains a problem for instructors to fully examine the dimensions of knowledge connected to the environment in online newspapers. The purpose of this research is to develop a fundamental framework for studying scientific information in online newspapers that can be integrated into the curriculum and utilized successfully to foster environmentally conscious young people. The exploratory process utilizes Robert N. Entman's framing analysis model combined with Bloom's taxonomy. According to Bloom's taxonomy, framing has two dimensions: environmental issue selection and issue emphasis, which is centered on the knowledge dimension. The findings indicate that the Mongabay media, in generating news about environmental concerns such as mangrove degradation can highlight the full aspects of environmental knowledge, allowing it to be utilized as a medium for environmental learning in the classroom. However, the information presented on Mongabay media reveals more of the dimension of knowledge at a factual level only. Therefore, it is still to enrich material especially that which is not presented in the news to explore conceptual and procedural dimensions.
... School as an institution educates students with the aim of educating the life of the nation (Banks, 1993;DeBoer, 2000). This is in accordance with the goals of the Indonesian nation as stated in the preamble of the 1945 Constitution, which is to educate the life of the nation. ...
Civil Servants in primary schools are dominated by teachers who have an age range of 46 – 57. Older teachers bring positive things to teaching, especially teaching experience and quality. But in the world of education, the positive influence of age has its limits. This means that where there is a point of age it no longer has a positive effect but a negative one. The purpose of this study was to determine the relationship between teacher creativity and work stress on teacher performance. In this study using primary data and secondary data, primary data was obtained by distributing questionnaires with a sample of 150 elementary school teachers in Banyuasin I. The data analysis technique used was Partial Least Square Structural Equation Modeling (PLS SEM) using the SMARTPLS application. From the results of data analysis, it was found that teacher creativity and work stress have a positive effect on employee performance. In addition, this study explains that teacher creativity and work stress will determine the increase in teacher performance.
... Literasi sains merupakan kecakapan untuk menggunakan pemahaman sains, mengenali pertanyaan, dan membuat kesimpulan berdasarkan gejala-gejala yang ada dengan tujuan untuk mempelajari serta mengambil keputusan tentang alam beserta perubahannya [6]. Literasi sains dapat memberikan wawasan yang luas bagi peserta didik, hal ini sesuai dengan pendapat DeBoer bahwa melalui literasi sains peserta didik dapat memiliki pemahaman yang luas terkait ilmu pengetahuan alam [7]. ...
... (Roberts, 2007) Nutně se tedy z pohledu přírodovědné gramotnosti musí jednat o multidimenzionální konstrukt (Miller, 1983), představující využívání vědeckých poznatků a způsobů myšlení při řešení společenských problémů (Rubba & Andersen, 1978). Kontinuálně s tím probíhá debata i o tom, zda by mělo být přírodovědné vzdělávání primárně o jeho obsahu, respektive o vědecky podložených sociálních otázkách (DeBoer, 2000). Cílem takového vzdělávání by měla být schopnost identifikovat sociální problémy, dokázat je analyzovat, prozkoumat jejich souvislosti, vypracovat a implementovat plán řešení (Ramsey, 1989). ...
Tématem disertační práce je vliv kognitivních schopností na rozvoj přírodovědé gramotnosti u žáků prvního stupně základní školy. V teoretické části je proveden rozbor odborné literatury s akcentem na problematiku kognitivních schopností a přírodovědné gramotnosti u žáků mladšího školního věku. Praktickou část tvoří výsledky šetření standardizovaným Testem kognitivních schopností-TKS (Thorndike & Hagen, 1998) a didaktickým testem zaměřeným na zjištění úrovně přírodovědné gramotnosti u žáků čtvrtých ročníků základních škol, který je inspirovaný uvolněnými úlohami mezinárodního šetření TIMSS (Trends in International Mathematics and Science Study). Cílem výzkumného šetření je rozponat odlišnosti v kognitivních schopnostech u vybraných respondentů ve vztahu k míře jejich přírodovědné gramotnosti. Součástí práce je širší polemika zjištěných závěrů, formulace relevantních závěrů a doporučení pro praxi primárního přírodovědného vzdělávání. Celkový počet respondentů výzkumného šetření je 393, z toho 211 chlapců (54 %) a 182 dívek (46 %). Z výsledků byla zjištěna středně silná korelace vlivu kognitivních schopností na výsledky žáků v didaktickém testu přírodovědné gramotnosti.
... Esta nueva organización curricular en el área de las ciencias naturales incorpora elementos innovadores respecto como el conocimiento científico debe ser comprendido y desarrollado por los profesores de ciencias naturales en el aprendizaje de las grandes ideas de las ciencias en estudiantes, para convertirse en ciudadanos con conocimiento científico de base para su desarrollo (Lederman, Lederman, & Bell, 2004). Esto se traduce en la alfabetización científica que cuenta con una historia que se remonta a los años 50" (DeBoer, 2000) y que hoy en día se explicita de manera clara en el Curriculum, como una necesidad en el desarrollo de los niños para su futuro desempeño en una sociedad que se relaciona con la ciencia y la tecnología (Gil-Pérez, 2001 Por lo general, las prácticas docentes en el área de las ciencias naturales se relacionan directamente con procedimientos y procesos de construcción de conocimiento científico a través que replican el modelo del campo científico, a través de la observación, experimentación, el método científico. No obstante, las prácticas en aula han develado una variedad de innovaciones asociadas a la resolución de problemas, analogías, modelos, indagación científica, entre otras, que han contribuido al ejercicio docente (Cofré, 2010 ...
El presente estudio describe y analiza cuales fueron las principales estrategias didácticas que utilizaron profesores de ciencias para el aprendizaje de las ciencias naturales con uso de herramientas TIC en la modalidad de clases online. La investigación se presenta como un estudio de caso, no experimental, con una muestra intencionada no probabilística. Los sujetos corresponden a profesores que imparten ciencias naturales. Los datos fueron recopilados a través de una encuesta de ítems cerrados con escala Likert, validada previamente por jueces expertos, y analizados los datos bajo el programa SPSS. En cuanto a la pregunta abierta, se procede a un análisis cualitativo de revisión documental de respuestas y se analiza la relación de las habilidades TIC para el aprendizaje. Los resultados indican un uso frecuente de las estrategias de observación por medios digitales y uso de presentador de diapositivas para las clases online. En su contraparte una baja utilización de estrategias de experimentación e indagación científica dado la complejidad del acceso a recursos para su ejecución. En cuanto a la clasificación de las estrategias didácticas utilizadas y su relación con las habilidades TIC para estudiantes, todas ellas pueden ser cubiertas a través de los medios digitales. El retorno a la presencialidad plantea desafíos para atender el uso de estrategias didácticas claves para la comprensión de las grandes ideas de las ciencias naturales. Las estrategias de experimentación e indagación científica en el retorno a la presencialidad serán claves para fortalecer el aprendizaje de las ciencias naturales a través de actividades prácticas.
... Therefore, achieving a society that understands scientific literacy is urgently needed today. Among the 16 skills the World Economic Forum identified, scientific literacy is needed today [4]. ...
This study aimed to obtain Student Worksheets suitable for training students' scientific literacy. This research includes research and development. The research procedure carried out to develop this teaching material refers to the steps of the ADDIE model but is only carried out until the development stage and limited trials are carried out. The problem was carried out in one class that was randomly selected. Feasibility was tested based on validity, practicality, and effectiveness. An expert validator carries out the validity, and a score is determined using the mode. Validity results obtained a score of 4 with a very valid category on student worksheets 1 and 2. The results of the practicality analysis were viewed from the effects of student responses and observations of student activities. A practicality percentage of 90%-100% was obtained in the very practical category, then the results of observations of students' activities with relevant activities at meeting 1 amounted to 97.04%, and at meeting two amounted to 98.03%. From the two activity percentages, the relevant activity percentage obtained ≥ 61%, so it can be said that student worksheets are very practical. The results of the analysis of the effectiveness of student worksheets were measured based on the results of scientific literacy ability scores, which were analyzed using the t-test and obtained a significance value of 0.000 so that the developed student worksheets were said to be effective. Based on the results of the validation, practicality, and effectiveness analysis, it was found that the student worksheet with a virtual laboratory to train scientific literacy that was developed was feasible to use.
... Kemampuan yang diperlukan untuk kehidupan modern di masa ketika pengetahuan ilmiah mendasari semua aspek kehidupan sehari-hari adalah literasi sains (Pratiwi, 2019). Setiap reformasi pendidikan sains memiliki tujuan utama pengembangan literasi sains di masyarakat (DeBoer, 2015). Kapasitas literasi sains mengacu pada kemampuan berpikir kritis dan ilmiah serta pemanfaatan pengetahuan ilmiah untuk meningkatkan kemampuan pengambilan keputusan. ...
Scientific literacy is very important in the 21st century era so that students have life skills in dealing with advances in science and technology. This study aims to (1) look at students' scientific literacy abilities by utilizing scientific journals as research-based learning materials (2) find out students' learning outcomes and (3) find out students' learning motivation. This research is a best practice from the authors whose data is in the form of quantitative descriptive data. This research is based on data obtained from observations during the learning process, the results of students' pretest and posttest after participating in learning by carrying out data calculations using simple statistical data. This research was conducted in class VII. 1 MTsN 1 Tanah Datar which consists of 25 students. The data collection technique used is the result of an assessment of scientific literacy abilities and an assessment of student learning outcomes. Students take two types of tests, namely in the form of tests with literacy questions that refer to AKMI, ANBK questions and PISA questions related to environmental quality. The results showed that the average classical score of students' scientific literacy skills from three meetings was 42.67 with a proficiency level classified as proficient. Proficient means that students are able to identify and distinguish scientific questions about procedural knowledge in personal and local-national contexts. While the assessment of student learning outcomes averaged 88.60, where out of 25 students, 24 students achieved grades above the KKM.
... 27 high school level physics educator candidates is considered very necessary to have qualified literacy skills. Scientific literacy skills for a prospective teacher are a necessity for better science in the future (DeBoer, 2000). Previous research found that the level of students' scientific literacy abilities in higher education is affected by media and learning strategies (Gormally et al., 2012;Saputra, Al Auwal, & Mustika, 2017;Vieira & Tenreiro-Vieira, 2016). ...
Students’ scientific literacy is very important to determine the extent to which students are literate about the scientific concepts that have been learned. Therefore, prospective physics teacher students must master scientific literacy to solve various problems from the real world as individuals and must interact in society and the environment as social beings. The purpose of this study was to analyze the scientific literacy skills of students of the 2019 class of physics education study program on chapter heat and temperature. This type of research used to achieve these objectives is descriptive qualitative with qualitative analysis. The subjects in this study were Lecturers in the basic physics course I and students of the 2019 class of physics education study program at Universitas Cenderawasih. Data collection techniques used in this study were tests, interviews, and documentation. The results of the research from the test instrument showed that the scientific literacy skills of physics education students class 2019 were still low. The results of the interviews strengthen the findings that there are still many physics education students of 2019 who do not have scientific literacy skills of concepts on chapter heat and temperature.
... The term "science literacy" was initially coined in the 1950s by Hurd (1958) to express a set of goals for science education (Bybee, 2016). Despite the many attempts which have been made to define it (e.g., Pella et al., 1966;Shen, 1975;AAAS, 1993;DeBoer, 2000;Norris and Phillips, 2003;Roberts, 2007;Holbrook and Rannikmae, 2009;Choi et al., 2011;Bybee, 2016), there is no agreement on a common definition (Liu, 2013;Naganuma, 2017). Although the term varies from author to author, according to the literature, it falls on a spectrum between science as a body of knowledge and the utility of science in society (Holbrook and Rannikmae, 2009;Archer-Bradshaw, 2014). ...
In recent decades, enhancing scientific literacy has been the ultimate goal of science education worldwide. This effort aims to develop
the skills by individuals to cope with the challenges of the modern world, which requires scientific knowledge and thinking. This
research study aimed to investigate and compare the scientific literacy level of Greek pre-service teachers and primary school students.
The total number of participants was 787, of which 362 were pre-service teachers and 425 primary school students. Scientific literacy
was assessed with the selected response measure of demonstrated scientific literacy (SLA-D). According to descriptive analyses and
statistical hypothesis tests, pre-service teachers’ scientific literacy level was considered significantly higher than students, as was
expected. However, the scientific literacy level of both pre-service teachers and students in the sample remained low. This work provides
recommendations for actions that can help improve the scientific literacy level of both students and teachers so that schools become a
source of scientifically literate future citizens.
... A Alfabetização Científica cívica visa à formação da cidadania, subsidiando com conhecimentos científicos a tomada de decisões e a avaliação de questões sociocientíficas. A Alfabetização Científica cultural está relacionada à natureza humana da ciência, que deve ser valorizada também pelo seu desenvolvimento histórico, como uma herança intelectual (DEBOER, 2000). Por último, a Alfabetização Científica econômica ou profissional visa à formação de profissionais da área das ciências da natureza e ao desenvolvimento econômico das nações. ...
Este trabalho tem como objetivo relatar a elaboração e o desenvolvimento de atividades na abordagem do tema “Química Forense” em uma oficina temática e discutir sobre suas possíveis contribuições para o processo de Alfabetização Científica dos participantes. A oficina foi realizada no âmbito de um projeto de extensão e oferecida para diferentes turmas. Foram realizadas atividades lúdicas, experimentais, com uso de tecnologias e debates fundamentados nos principais direcionamentos da pesquisa em ensino de química.
... One of the aims of science education is to raise scientifically literate individuals (DeBoer, 2000;Hurd, 1998;Kantekin & İrez, 2021; National Science Teachers Association [NSTA] 1982). Scientifically literate individuals have the scientific knowledge to reason about social issues concerning themselves and society, and by using this body of scientific knowledge, they can play active roles in decision-making processes, whereby they contribute their ideas on socio-scientific issues that emerge from science, technology, and social interaction and are of particular concern to society. ...
Argumentation is a process that involves finding solutions to real-life problems by obtaining and analyzing valid, reliable data and using reasoning and supporting it to reach conclusions. Students are expected to demonstrate the capacity to use arguments, data, justifications, and rebuttals and to participate actively in the argumentation process. Socio-scientific issues are suitable topics for expressing opinions. Arguments can be expressed in writing or verbally. In this study, it was aimed to examine the written argumentation levels of 143 pre-service teachers on healthy nutrition, organ transplantation, organic agriculture, and vaccine hesitancy. Four scenarios with related questions were designed by the researchers. These were applied to the teacher candidates who voluntarily participated in the research with the easily accessible sampling model. Written responses were analyzed by different experts according to the argumentation levels as suggested by the relevant literature. The results of the analysis showed that the pre-service teachers' levels of expressing their own views were moderate and above, while the levels of expressing counterarguments in writing, refuting and justifying their claims were low. It shows that pre-service teachers' competencies in critical thinking skills should be developed.
... Bilim gözlemlerimizi yorum yaparak açıklamak sonucunda ortaya koyulan, birbiriyle uyum içinde bulunan modellerin kümesidir. Epik eserler gibi, çok elden geçer, çok emek alır, yavaş yavaş büyür, şekillenir ve tamamlanır (DeBoer, 2000;Şenel, 2012). Bilimin tanımını yaparken bilimin niteliksel özelliklerinin (Olgusallık, mantıksallık, objektiflik, eleştirisellik, genelleyicilik ve seçicilik) bilinmesi önemlidir (Yıldırım, 2001). ...
Çalışmanın amacı, öğretmen adaylarının COVID-19 pandemi sürecinde, bilimsel bilgiye bakış açılarının nasıl olduğu ve bilimden beklentilerinin ne olduğu hakkındaki genel görüşlerinin betimlemesi ve derinlemesine incelenmesidir. Çalışmada betimsel tarama modeli kullanılmıştır. Çalışma grubunu, 2020-2021 öğretim yılı güz döneminde Mehmet Akif Ersoy Üniversitesi (MAKÜ) Eğitim Fakültesi’nde öğrenim gören 495 gönüllü öğretmen adayı oluşturmaktadır. Çalışmanın veri toplama aracı yarı-yapılandırmış görüşmeler sonrasında oluşturulmuş bir anket formudur. Bu anketin geliştirilmesi sürecinde nitel araştırma teknikleri ve veri analiz yöntemleri kullanılmış olup anketin çoktan seçmeli bölümündeki seçenek alternatifleri çalışmanın bu nitel boyutundan ortaya çıkartılmıştır. Hazırlanan bu form “bilimden beklentiler ve bilimsel bilgiye bakış açıları” temalarıyla 7 kapalı uçlu, 1 açık uçlu ve aydınlatmaya yönelik sonda içermektedir. Anket formundaki ilk 7 soru frekans ve yüzde değerleri hesaplanarak analiz edilmiştir. 8.soru temalaştırma ve verilerin birbirleriyle ilişkilerini ortaya çıkarmak amacıyla tümevarımcı bir yaklaşımla analiz edilmiştir. Çalışma sonuçlarına göre öğretmen adaylarının COVID-19 pandemi süreci ile bilimin ve bilimsel düşünmenin günlük yaşamın bir parçası olduğunu fark ettikleri, bu süreçle bilimin değerini daha iyi anladıkları tespit edilmiştir. Öneri olarak farklı bölümde öğrenim gören öğrencilerle benzer çalışma yapılarak eğitimsel boyut karşılaştırılabilir. Ayrıca farklı öğrenim kademeleri ile (okul öncesi, ortaöğretim vb.) boylamsal çalışmalar yapılarak COVID-19, bilimsel bilgi ve bilimden beklentilere ilişkin görüşlerin belirlenmesi araştırmacılara daha fazla bilgi sağlayabilir.
... A expressão literacia científica surgiu na década de 1950, logo após a Segunda Guerra Mundial e na génese da corrida espacial. Manifestando-se como um termo vago e impreciso, a literacia científica recebeu maior atenção a partir da década de 1980, período em que diversas pesquisas foram produzidas a fim de conceitualizá-la (DeBoer, 2000;Miller, 1983;Shamos, 1995). ...
RESUMO: O estudo teve por objetivo analisar instrumentos de avaliação da literacia científica, nesse sentido, foi realizada uma revisão sistemática de literatura (RSL) nas bases de dados B-On, SciELO, Google Académico e RCAAP com vista a identificar estudos que utilizaram instrumentos de avaliação da literacia científica. Os critérios de seleção incluíram artigos publicados entre 1990 e 2020, em português, inglês ou espanhol, que desenvolveram e/ou utilizaram instrumentos de avaliação da literacia científica. Foram excluídos os artigos que não abordaram a literacia científica no título ou no resumo, não citaram instrumentos e resultados da avaliação da literacia científica de alunos, revisões, estudos de casos e artigos que avaliaram disciplinas ou assuntos específicos. Foram identificados 13 instrumentos de avaliação da literacia científica. A maioria dos estudos foi realizada no Brasil, Indonésia e Estados Unidos, predominando as pesquisas com alunos do Ensino Secundário. Os alunos do Ensino Superior foram os que apresentaram resultados mais positivos. As dimensões de literacia científica mais avaliadas relacionaram-se com as diferentes habilidades de literacia científica. A classificação dos inquiridos foi obtida através das frequências descritivas de resposta aos itens, não havendo uma padronização nos processos de categorização dos resultados. Concluímos ser necessária alguma precaução na comparação dos resultados dos estudos, uma vez que muitos instrumentos foram aplicados em níveis de ensino e em contextos diferentes daqueles para os quais foram desenvolvidos. Palavras-chave: literacia científica, avaliação, instrumentos, revisão sistemática de literatura. SCIENTIFIC LITERACY ASSESSMENT INSTRUMENTS: A SYSTEMATIC LITERATURE REVIEW
... According to Deboer (2000), scientific literacy is useful for providing a broad understanding of science, regardless of whether someone will become a scientist or not. Morais (2015) also said that it is necessary to prepare the younger generation with good scientific and technological literacy. ...
Chemophobia is an irrational fear and anxiety of chemicals or chemicals. Many factors are the cause of chemophobia in addition to the wrong perception in understanding the meaning of the word chemistry itself, one of which is scientific knowledge or scientific literacy (scientific literacy) and many other factors. This study aims to examine the correlation of chemophobia with scientific literacy of students of the 2017 chemistry education study program at UIN Walisongo Semarang. This research is a type of quantitative research using a correlational approach. Participants were taken using a purposive sampling technique, the selection of participants was based on the objectives of the researcher, namely the 2017 class of chemistry education students as many as 27 students. The data sources come from the chemophobia questionnaire and scientific literacy test questions. The Cronbach's Alpha method was used to test the reliability of the questionnaires and questions of scientific literacy, obtained a reliability value of 0.673 for the chemophobia questionnaire and 0.719 for scientific literacy questions. The research data were analyzed using Speaman Rank correlation with the help of IBM SPSS 25. The results of data analysis showed a correlation value (r) -0.232 a negative sign contained in the correlation value indicated that there was a relationship between the two variables that were not unidirectional, but the sig value. The number 0.244 > 0.05, it can be concluded that there is no significant relationship between chemophobia and scientific literacy.
... Bilimsel okuryazarlığın kabul edilmiş tek bir tanımı olmamakla birlikte alanyazında bilimsel okuryazarlığın bilimsel araştırma, içerik bilgisi ve bilime yönelik tutumlar boyutlarına vurguda bulunulmaktadır (DeBoer, 2000;Roberts, 2007). Alanyazında bilimsel okuryazarlık için bilgi açısından zengin bir bilim bilgisinin gerekli olduğu (Shamos, 1995), bilimsel okuryazarlığın bilimin sosyokültürel potansiyeline ve sonuçlarına aktif katılım olduğu (Cross ve Price, 1992) ve bilimsel okuryazarlığın "haberlerde bilimle ilgilenebilme becerisi" olduğuna (Hazen ve Trefil, 1991) yönelik tanımlar bulunmaktadır. ...
Öğrencileri disiplin okuryazarlığı uygulamalarına dahil eden sınıflarda
eğitim eşitliği artırabilir ve böylece öğrenciler arasındaki topluluk faaliyetleri
geliştirilebilmektedir (Rosario-Ramos, 2020; Williams, 2020).
4E Disiplin Okuryazarlığı, disiplin okuryazarlığının öğretimi için bir buluşsal
yöntem sunmaktadır (Moje, 2015). Bu model, öğrencilerin okuduklarını
anlamalarını desteklemek amacıyla öğretmenler tarafından stratejiler kullanılarak
fen içeriğinde okuma deneyimleri oluşturmaya yardımcı olan bir modeldir ve 4E
disiplin okuryazarlığının bileşenleri ve açıklamaları aşağıda verilmiştir (Greenberg,
2022):
1. Engage (Giriş)
2. Elicit and Engineer (Ortaya çıkarma ve planlı bir şekilde yapma)
3. Examine (Kontrol etme)
4. Evaluate (Değerlendirme)
... Bilimsel okuryazarlığın kabul edilmiş tek bir tanımı olmamakla birlikte alanyazında bilimsel okuryazarlığın bilimsel araştırma, içerik bilgisi ve bilime yönelik tutumlar boyutlarına vurguda bulunulmaktadır (DeBoer, 2000;Roberts, 2007). Alanyazında bilimsel okuryazarlık için bilgi açısından zengin bir bilim bilgisinin gerekli olduğu (Shamos, 1995), bilimsel okuryazarlığın bilimin sosyokültürel potansiyeline ve sonuçlarına aktif katılım olduğu (Cross ve Price, 1992) ve bilimsel okuryazarlığın "haberlerde bilimle ilgilenebilme becerisi" olduğuna (Hazen ve Trefil, 1991) yönelik tanımlar bulunmaktadır. ...
... Meaning that science concepts ideas and curriculum serve as a method to educate future citizens, to be familiar with the special scientific way of thinking, and who make use of it in their everyday lives. In order to fulfil this vision, many practical implications and changes have followed (DeBoer, 2000;Shwartz, Zvi, & Hofstein, 2006); Standards for scientific literacy were published in many countries (NRC, 1996;AAAS, 1993), With respect to science literacya science and society approach called for teaching science in the context of socio-scientific issue, putting the main emphasis not only on scientific content but on citizenship and high-order thinking skills such as argumentation. Simonneaux, & Simonneaux, 2012) A rather new and more macroscopic point of view has been adopted recently by the EU regarding the involvement expected from students as future citizens. ...
In the context of the IRRESISTIBLE project in Greece, five highly qualified and
experienced in-service teachers of primary and secondary education developed and
implemented a teaching module on Responsible Research and Innovation (RRI) using topics
from the fields of nanoscience and nanotechnology (NST). The teachers were active members
in a ''Community of Learners'' (CoL) consisting of two science education researchers, two
nanoscience researchers and three science museum experts. The final outcome of the
implementation of the module was science exhibits, constructed by students to communicate
their new knowledge to the wider public. Therefore in this study we investigate: a) how
teachers reconstruct a new area of science focused on RRI aspects into content for instruction
and b) to what extent primary and secondary students are able to construct exhibits on RRI
issues based on topics from the field of nanoscience and nanotechnology in order to
communicate to wider public the knowledge acquired. Since the members of the CoL were
located in three different parts of Greece, teleconferences and face to face meetings were used
in order to develop the module. During the implementation of the module, students had the
opportunity to visit virtually or face to face a science research institute and a science museum.
Data were collected through questionnaires from teachers and students, video recordings of
the CoL meetings, interviews with teachers, focus group interview with students and field
notes. The results of the study strongly support that the whole process enhanced students’
knowledge on NST and raised awareness in general on social and ethical issues related to
science and technology.
... Besides, the interviews conducted with a group of teachers also revealed that the students constantly faced difficulties in solving problems and applying knowledge in real-life contexts because they lack reading/literacy interest. These limitations demonstrate the students' lack of ability to think creatively (10). ...
Education plays an important role in ensuring the nation’s survival because one of the goals of education is to create young people who have certain skills and are able to deal with world problems. In the 21st century, the progress of science and technology in various countries is rapidly increasing. Critical thinking and scientific literacy is fundamental skill in the 21st century. Approach, strategy, models, and learning methods are indispensable in supporting the realization of the whole competence and skills contained in Curriculum 2013 (K13) such as critical thinking and scientific literacy. Problem-Based Learning (PBL) specifically encourages students to think critically were when the teacher provides activities during questioning, discussing problems, and making solutions related to the topic in the course. PBL can also be applied for empowering scientific literacy. This study aims to improve students’ critical thinking and scientific literacy skills through the implementation of the PBL. The type of this research is Classroom Action Research. Research data in the form of critical thinking skills tests using the rubric of Watson-Glaser Critical Thinking Appraisal and scientific literacy test result by OECD Assessment and Analytical Framework combined with Gormally Test of Scientific Literacy Skills (TOSLS). The results showed that the average value critical thinking indicator in the first cycle was 68.23%, and the second cycle was 84.9%, with an increase of 16.16%. Meanwhile, the average value of scientific literacy has increased from the first cycle to the second cycle by 19.4%. The conclusion is that problem-based learning can foster critical thinking and scientific literacy.
... It is commonly presumed that learning scientific facts and concepts will achieve these benefits among the lay public (8,10), but there is little research that bears on the question (11), and it is debatable whether the classroom products of science literacy education are readily transferable (12) to everyday practical problems (6,13,14). A rare study that attacked this question directly (15) reversed the usual order of inquiry (11) and asked, "What are the needs of people confronting everyday problems?" ...
Over a century of attention to “science literacy for all” has not produced a public that can appreciate a common body of core science facts, concepts, and methods; nor have many acquired from their years in K–12 education the ability to apply science learning to everyday problems or to the scientific issues that concern a democracy. Some have called the endeavor impossible and moved on to lesser goals of science appreciation and heuristic guides to choosing trusted experts. However, a route to science literacy may yet be possible, if we redefine the goal as achieving literacy within a community. The tools for that end are different from what is generally offered in the classroom. What will be more helpful is a set of core values that underlie the generation of science concepts and facts, that inform the methods of science, and most importantly, that enable the social interchange that is the essence of the scientific endeavor. These values—the ethos of science—should be offered to elementary school students as a culture that forms through inquiry into questions students bring with them from their own experiences. Suggestions are offered as to how this might come about, with the central role occupied by the teacher as model and with the culture nurtured by the teacher, by a practitioner from the world of science, and eventually by the energy and contributions of the students themselves.
... Nos recensions antérieures (ex. : Hasni, 2001: Hasni, , 2005 des publications s'inscrivant dans cette perspective 4 (ex.: Bybee & DeBoer, 1994;DeBoer, 2000;Duschl et al., 2007;Giordan & Girault, 1994;Hodson, 2014;Lederman et al., 2014), nous ont permis d'identifier trois principales dimensions interreliées d'une éducation scientifique pour tous et qui sont nécessaires pour la compréhension, d'un point de vue scientifique, des CSS (Figure 2) : 7 1) La « structure de la discipline » (Schwab, 1964). Cette dimension inclut d'une part les principaux concepts et les relations qui les organisent dans une discipline (modèles, principes, théories, etc.) et, d'autre part, les processus scientifiques et les critères de la validation des savoirs (les méthodes dites scientifiques). ...
We conducted a study to introduce university students to understanding socioscientific controversies by considering the case of human papillomavirus (HPV) vaccination. To describe this understanding, we used a conceptual framework based on the didactic of Questions scientifiques socialement vives and the current works of socioscientific issues and controversial issues as well as on the concept of socioscientific controversies inspired by the sociology of science. Methodologically, a questionnaire was filled out by each student, and then all students were engaged in teams in a debate initiated by analyzing two short articles defending different positions on vaccination. The results show the role of the debate in the emergence of a diversity of categories of arguments that highlight the controversy's leading scientific and social issues. These results also highlight the need for explicit teaching of these issues to enable students to develop a multidimensional and informed understanding of the controversy.
... Despite this, scientists have reached a consensus on what elements of the NoS should be at the center of studies on science education. In this way, some elements related to the NoS that students can achieve at all levels, from pre-school to university level, have been developed Bell et al., 2000;Deboer, 2000;Lederman, 1992). One is that scientific knowledge is partly the product of human inference, imagination, and creativity . ...
... It is believed that good students' scientific literacy skills will be able to understand the environment, economy, social, modern and technology. Given the importance of scientific literacy, creating a scientifically literate society is the main goal of any educational reform 3 . ...
... Peran sekolah dan masyarakat yang tidak boleh dipisahkan. Oleh karena itu, siswa juga dituntut agar memiliki kemampuan berpikir kritis yaitu dengan tujuan kepekaan siswa dengan isu sosial semakin meningkat (DeBoer, 2000) dan siswa dapat mempertimbangkan berbagai hal dalam mengambil keputusan (Lederman et al., 2013). ...
Tujuan penelitian ini untuk mengetahui pelaksanaan pembelajaran dengan menggunakan model problem solving berbasis PTK LS terhadap keterampilan berpikir kritis. Jenis penelitian Tindakan Kelas (PTK) berbasis Lesson Study (LS) yang dilakukan pada dua siklus. Satu siklus terdiri atas perencanaan, tindakan, pengamatan, dan refleksi yang terintegrasi dengan kegiatan LS (plan, do, dan see). Subjek penelitian ini adalah Mahasiswa S1 Biologi semester ganjil yang menempuh mata kuliah fisiologi manusia kelas I berjumlah 25 mahasiswa. Sumber data berasal dari mahasiswa, observer berjumlah tiga. Hasil penelitian diperoleh Skor N-Gain mengalami peningkatan dari siklus 1 sebesar 0,7 dengan kategori sedang mengalami peningkatan pada siklus 2 sebesar 0,74 dengan kategori tinggi. Keterlaksanaan pembelajaran oleh dosen mencapai 97% pada siklus 2, sedangkan keterlaksanaan pembelajaran oleh mahasiswa mencapai 91% pada siklus 2. Kemampuan berpikir kritis mahasiswa biologi meningkat pada siklus ke-2 dari penerapan problem solving berbasis PTK lesson study (LS). ABSTRACT This study aims to determine the implementation of learning by using a problem solving based on CAR LS on critical thinking skills. This type of Classroom Action Research (CAR) is based on Lesson Study (LS) which is carried out in two cycles. One cycle consists of planning, action, observation, and reflection integrated with LS activities (plan, do, and see). The subjects of this study were Biology undergraduate students in odd semesters who took the human physiology class I class. The data sources came from students, there were three observers. The results showed that the N-Gain score increased from cycle 1 of 0.7 with the medium category experiencing an increase in cycle 2 of 0.74 with the high category. The implementation of learning by the lecturers reached 97% in cycle 2, while the implementation of learning by students reached 91% in cycle 2. The critical thinking ability of biology students increased in the second cycle from the application of problem solving based on CAR lesson study (LS).
... While a variety of definitions and subsequent assessments of science literacy exist, in this essay we adopt the definition that scientific literacy is the capacity to take scientifically informed action to make evidence-based decisions in everyday life (American Association for the Advancement of Science [AAAS], 1990[AAAS], , 1993[AAAS], , 2011Bybee, 1993;National Research Council [NRC], 1996;Maienschein, 1998;Millar et al., 1998;DeBoer, 2000;Organisation for Economic Co-operation and Development, 2003). Based on this definition, we assert that our students must be able to use evidence to evaluate arguments and claims in the media and, ultimately, use scientific information to make a personally relevant decision (i.e., such as whether to get a COVID-19 vaccination or buy cereal containing genetically modified food products). ...
As college science educators, we must prepare all future college graduates to be engaged, science-literate citizens. Yet data suggest that most college biology classes as currently taught do little to make science truly useful for students' lives and provide few opportunities for students to practice skills needed to be key decision makers in their communities. This is especially important for our non-science majors, as they represent the vast majority (82%) of college students. In this essay, we identify three critical aspects of useful college science education to prepare science literate non-science majors: prioritize local socioscientific issues; highlight communal opportunities in science that impact students' communities; and provide students with opportunities to practice skills necessary to engage with science beyond the classroom.
This study developed a risk society education program for undergraduate students to help them understand the epistemological uncertainty of risk caused by COVID-19. And it was applied to science-related classes of undergraduate students, and the purpose was to examine the degree of understanding and thoughts of undergraduate students about the risk society through science writing. As a result, it was found that the degree of understanding of the risk society was very high in all participating students regardless of their majors in science, engineering, humanities and social sciences. In addition, it was analyzed that the risk society education program helped undergraduate students to resolve the epistemological uncertainty of the risk of COVID-19 and to have an attitude to overcome the the difficult mind due to the COVID-19 distancing. The results of this study suggest that risk society education is necessary for future generations living in an era of risk of climate change and pandemic that exceeds the prediction range of science and technology in science education.
This study aimed to assess the scientific literacy level of Portuguese students at the end of the 3rd cycle of Basic Education by applying the pilot version of an assessment instrument. The instrument used was a pilot version of a questionnaire for assessing scientific literacy, which is being developed within the scope of an ongoing doctoral thesis. The questionnaire was answered by 176 10th grade students from eight schools in the southern region of Portugal. The methodological procedures adopted were simple descriptive statistics, Item Response Theory and Student's t-test. The results indicated that most students had a moderate level of scientific literacy and that 137 students were classified as scientifically literate. It was also revealed that few students attained the high and very high levels on the instrument scale. The best performance was in the nature of science subtest and the worst in the content of science subtest. The difference in performance may be associated with the correspondence between the average value of the students' skills in each subtest and its item difficult index.
This study focuses on examining senior high-school students’ conceptual understanding and difficulties concerning electrochemistry and comparing patterns of thinking across Turkish and Indonesian contexts. The Electrochemistry Concept Questionnaire (ECQ) was applied to 516 Indonesian and 516 Turkish high school students right after the teaching of the electrochemistry topics. The ECQ contains 18 multiple-choice questions and these questions belong to five different categories: reactions occurring during electrolysis, differences between electrolytic and voltaic cells, movement of ions in voltaic cells, poles in voltaic cells, and voltaic cell reactions. At the end of the study, it was determined that both Indonesian and Turkish senior high-school students’ understanding of electrochemistry concepts was relatively weak and they shared common difficulties concerning electrochemical concepts. While there was no significant difference between the average scores of the students from both countries on the test, it was determined that there were some significant differences on the basis of questions. It has been concluded that students from both countries have alternative conceptions similar to those determined in previous studies such as “during electrolysis, the electric current produces ions” and “electrons migrate through the solution from one electrode to the other”. At the end of the study, the reasons for the similar results and the significantly different results for the students of the two countries to comprehend electro-concepts were discussed.
The study aimed to identify the scientific literacy level of students at the end of the third cycle of Portuguese basic education and verify how the variables sex, failure, a liking for the subject, socio-economic level of the schools and course option in secondary education were related to the students’ scientific literacy levels. Data from the ALCE instrument, answered by 516 ninth-grade students from 20 public schools in mainland Portugal, revealed that 64.14% were classified as being scientifically literate and that most students were had a moderate level of scientific literacy. On average, significant differences were observed only between the students’ scientific literacy levels and the variables related to a liking for natural science and physical chemistry subjects, course option in secondary education and socio-economic level of the schools. Among the investigated variables, only the option of vocational courses, the option of science and technology and a liking for physical chemistry were able to predict, partially, the students’ scientific literacy levels. In summary, the results of the scientific literacy level of the students and the number of scientifically literate students were positive and similar to those verified in external evaluations and in other studies assessing the scientific literacy of this education cycle or similar.
It has been widely accepted that scientific literacy was introduced by Paul Hurd in 1958. Recent research, however, has shown this to be incorrect. Its first published use can be traced back, in fact, to 1945, and the phrase was frequently invoked throughout the 1940s and 1950s. Exploring the historical circumstances of the phrase's introduction in popular discourse, it's argued, reveals that despite the rhetorical power and widespread adoption of the idea, scientific literacy has proven to be little more than an empty slogan that offers no substantive guidance for thinking about the goals of science education. Rather than cling to the idea, the field of science education can more productively consider the appropriate goals of science teaching by dispensing with the concept altogether.
p>Education is one of the fields or perspectives that have significant developments in the progress of the times. Technological developments are developing the world of education, called the era of the industrial revolution 4.0. Therefore, several things must be mastered, namely competence in each student's life and multiliteracy in mental, physical, and intellectual capacities. One is Science Literacy Ability and Higher Order Thinking Skills (HOTS). In addition to knowledge competence, students must also have confidence in themselves to do and do well, namely self-efficacy. This study aims to determine the relationship between scientific literacy skills, HOTS, and self-efficacy as mediating variables. This type of research is correlational with the survey method. The sampling technique used is Simple Random Sampling with a sample of the population of class XI SMA students who are studying biology. Techniques and data collection instruments using tests in the form of questions (scientific literacy skills and HOTS) and statement questionnaires (self-efficacy). The research was conducted in March-May 2022 at SMAN 3 Semarang. Analysis of research data using quantitative descriptions. The results of this study are that there is a relationship between scientific literacy ability and HOTS with an influence proportion of 7.9%, there is no relationship between scientific literacy ability and self-efficacy with an influence proportion of 0.2%, there is no relationship between HOTS and self-efficacy influence 1.2%.</p
Digitalisation affects all areas of our private and professional lives, posing new requirements to cope with new technologies and the possibilities they offer. New competences are needed for mastering these challenges. Consequently, digital transition affects learning substantially. One of the competences that gain increasing importance through digital transition is media literacy. This paper tries to answer the question of how we can devise learning settings that foster media literacy in higher education. It does so by analyzing media literacy itself on the one hand, and learning settings in higher education which address media literacy on the other hand. Key findings are that media literacy is not precisely characterized yet and that learning settings often do not address media literacy as a main competence goal. To that end, recommendations for developing suitable competence-oriented learning settings in media literacy education at universities are given.KeywordsMedia literacyCompetencesFuture skillsCritical thinkingHigher educationDidactics
Controversial scientific issues, or socioscientific issues (SSIs), demand the consideration of more than scientific content when constructing decisions. The Justification for Knowing framework (JFK) was developed to categorize the information sources drawn upon when making SSI decisions within the academic domain of natural sciences. These information sources stem from personal sources (JPS), authoritative sources (JAS), or multiple sources (JMS). However, these sources may not explain the array of knowledge claims reflected upon during SSI decision making. This qualitative study aims to explore each JFK belief dimension across two SSIs and asks how contextual features are contributing to the selection of these beliefs. College students (N = 199) from various disciplines at a research‐intensive public institution responded to a modified Decision‐Making Questionnaire consisting of two SSI context scenarios. Participants responded to open‐ended prompts asking them if they support the proposed SSI decision and to explain their decision. Through two rounds of thematic coding, we found several subdimensions of JAS and found how students are utilizing JPS. Although the frequency of these broad sources did not differ between contexts, we saw differences within the types of sources reflected upon within each context. We also found that SSI context may ignite specific identity commitments that operate as a vehicle to the selection of knowledge sources when an individual is supporting their SSI decisions. The results of this study provide insight into specific information sources students rely upon when justifying their knowledge. Furthermore, this work emphasizes how identity commitments may be contributing to the selection of these information sources during SSI decision‐making tasks.
This paper examines students' perceptions of the current practice of using Higher Order Thinking Skills (HOTS) in the classroom to enhance their scientific literacy. The study was prompted by the traditional monotonous teaching of Sociolinguistics. Pre-observation activities revealed that students found the traditional sequence of classroom movement tedious and impractical in linguistics learning. Using students' presentations and classroom discussions as a learning strategy, which are considered low-order thinking skills, resulted in students not being engaged in the discussion. However, after learning with HOTS instructions, it was found that activities such as analyzing sociolinguistics phenomena, evaluating them, and proposing ideas for further research in the field of sociolinguistics, brought new perspectives to the learning experience. The results of the questionnaires, analyzed qualitatively, showed that students had positive perceptions of learning with HOTS instructions; their scientific literacy was competently advanced, the scientific knowledge was advantageous for their social and academic interactions, and they were able to identify connections between sociolinguistics and technology. In conclusion, English as a Foreign Language (EFL) students' scientific literacy can be enhanced through this type of instruction Keywords: Students’ Perception; Scientific Literacy; Augmenting Scientific Literacy; HOTS Instruction; EFL Classroom
Insisting on the scientific dimension of contemporary issues, Irwin (2001) calls scientific citizenship the possibility given to non-specialist citizens to intervene democratically in the choices of society in terms of techno-scientific innovations. This citizenship calls for an education whose modalities, such as the schooling of socio-scientific controversies, deserve to be questioned. In this chapter, we propose a model of scientific and political education approaches, and the examination of its potential to account for structured teaching-learning situations by the schooling of a socio-scientific controversy. This model is a multidimensional framework anchored in the typology of Levinson (2010). We use it to think about and analyze teaching situations around controversies via a Design experiment type approach. We analyze two biology sessions conducted with French students aged 13 to 15 (grade 4 in middle school). They discussed with their teacher the delicate question of vaccine hesitation, particularly sensitive in France, focusing on the case of the vaccine against the papillomavirus.
A number of countries are currently tackling the issue of curriculum reform in school science. In England and Wales, a 5-year moratorium on curriculum reform across the 5-16 age range will end in the year 2000. This article reviews the conclusions of a 2-year project, funded by the Nuffield Foundation, which explored ways in which a new science curriculum might be constructed and what it might look like. Particular attention is paid to the aims of science education, to the relationship between the content of a syllabus and its assessment, and to the suggestion that the science curriculum would be better presented as a relatively small number of explanatory stories rather than as a mass of detail. The proposals outlined here would allow for small but significant changes in the year 2000, and for more substantive changes thereafter, to be introduced only after adequate trialling. Our hope is that school science education in England and Wales can build on some of its current strengths and address certain weaknesses, leading to a more relevant and fulfilling education for future generations.
Abstract— A method is described to assess directly the number of DNA sequence transformations, evolutionary events, required by a phylogenetic topology without the use of multiple sequence alignment. This is accomplished through a generalization of existing character optimization procedures to include insertion and deletion events (indels) in addition to base substitutions. The crux of the model is the treatment of indels as processes as opposed to the patterns implied by multiple sequence alignment. The results of this procedure are directly compatible with parsimony-based tree lengths. In addition to the simplicity of the method, it appears to generate more efficient (simpler) explanations of sequence variation than does multiple alignment.
By allowing key scientists, researchers, professors, and classroom teachers of science to speak for themselves through their published writing about what is best and needed for the field, Dr. DeBoer presents a fascinating account of the history of science education in the United States from the middle of the nineteenth century to the present. The book relates how science first struggled to find a place in the school curriculum and recounts the many debates over the years about what that curriculum should be. In fact, many of that we consider modern ideas in science education are not new at all but can be traced to writings on education of one hundred years ago.
A History of Ideas in Science Education is the only book of its kind to summarize the history of science education in this way. It identifies the goals of science education and shows how these goals have competed with one another for the public’s attention. Besides discussing the origins of science teaching in this country, the book also pays attention to the larger educational goals of science instruction and the strategies that have been used to accomplish these goals.
In our day of burgeoning committees, of scientific teamwork with crews of technicians and representatives of many disciplines assailing the unknown, where togetherness thrives and a sharp sensitivity to the impression one is making on others leads to "other directedness," the plight and posture of education have been assailed on all sides. Now, in the third year of the age of sputnik we have seen diagnosticians of all varieties prying into the educational pie. Many prescriptions have been concocted in a curious polypharmacy for the restitution or salvation of our schools and colleges. Many of the experts dealing with these problems have no more justification for posing as experts than we find in the classic definition of a consultant as someone who comes from a distant city. I submit that the pursuit of excellence is a question of morals and that perhaps excellence is something more than is stated in
In order to compete in the modern world, any society today must rank education in science, mathematics, and technology as one of its highest priorities. It's a sad but true fact, however, that most Americans are not scientifically literate. International studies of educational performance reveal that U.S. students consistently rank near the bottom in science and mathematics. The latest study of the National Assessment of Educational Progress has found that despite some small gains recently, the average performance of seventeen-year-olds in 1986 remained substantially lower than it had been in 1969. As the world approaches the twenty-first century, American schools--when it comes to the advancement of scientific knowledge--seem to be stuck in the Victorian age. In Science for All Americans , F. James Rutherford and Andrew Ahlgren brilliantly tackle this devastating problem. Based on Project 2061, a scientific literacy initiative sponsored by the American Association for the Advancement of Science, this wide-ranging, important volume explores what constitutes scientific literacy in a modern society; the knowledge, skills, and attitudes all students should acquire from their total school experience from kindergarten through high school; and what steps this country must take to begin reforming its system of education in science, mathematics, and technology. Science for All Americans describes the scientifically literate person as one who knows that science, mathematics, and technology are interdependent enterprises with strengths and limitations; who understands key concepts and principles of science; who recognizes both the diversity and unity of the natural world; and who uses scientific knowledge and scientific ways of thinking for personal and social purposes. Its recommendations for educational reform downplay traditional subject categories and instead highlight the connections between them. It also emphasizes ideas and thinking skills over the memorization of specialized vocabulary. For instance, basic scientific literacy means knowing that the chief function of living cells is assembling protein molecules according to the instructions coded in DNA molecules, but does not mean necessarily knowing the terms "ribosome" or "deoxyribonucleic acid." Science, mathematics, and technology will be at the center of the radical changes in the nature of human existence that will occur during the next life span; therefore, preparing today's children for tomorrow's world must entail a solid education in these areas. Science for All Americans will help pave the way for the necessary reforms in America's schools.
This book offers a perspective on the science education enterprise that individuals can use as they attempt to understand what happens in science classrooms and what should happen. This book is a historical account of ideas in science education that covers the time period from approximately the middle of the nineteenth century to 1991. How science first struggled to find a place in the school curriculum and the many debates over the years about what science curriculum should be are recounted. The goals of science education are identified. How these goals have competed with one another for the public's attention are described. Besides discussion of the origins of science teaching in the United States, attention is also given to the larger educational goals of science instruction and the strategies that have been used to accomplish these goals. Chapters include: (1) "Science versus Classical Studies"; (2) "Educational Thought and Practice in the Nineteenth Century"; (3) "The Turn of the Century and the Committee of Ten"; (4) "The Reorganization of Science Education"; (5) "Social Relevance and the Organized Disciplines"; (6) "School Science Seeks Its Own Identity"; (7) "World War II and the Beginnings of Change"; (8) "Curriculum Reform"; (9) "Scientific Literacy and the New Progressivism"; (10) "Process and Product in Science Education"; and (11) "What We Have Learned and Where We Are Headed." (KR)
Discusses the following questions: (1) What should the scientifically literate person know?; (2) What exemplary teaching practices will achieve this vision?; (3) How will we know the degree to which we achieve this vision?; and (4) How can we guide the science education system toward the goal of scientific literacy? (ZWH)
The National Science Education Standards provides a vision teaching and learning science for the science education system and criteria to measure progress toward that vision. The document contains standards for content, teaching, assessment, three major levers of change identified by policy analysts. The Standards also include program standards for schools and districts and system standards. This article describes how the Standards were developed within a political context, through a process with political aspects and includes political intents. It closes with recommendations about why and how science education researchers might engage in the political process. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 711–727, 1998.
The purpose of this study is to examine the effect of state-mandated policy, emphasizing control through performance-based instruction and student test scores as the basis for determining school accreditation, on the teaching and learning of science. The intended consequence of instigating the rational theory of management by one state is to improve their current level of student literacy. However, some contend that the implementation of the policy has results that are not intended. The identification of the tension between the intended and unintended results of centralized policy making is the basis for examining a specific case in which the rational model is implemented. One hundred and sixty-five seventh-grade science students and four teachers are participants in the study. Qualitative analysis is the research methodology used as a means to provide detailed information about the contextual nature of the classroom processes. The intention is to identify and describe features of the behavior setting that influence the behavior of the teachers and their students. Three assertions generated during the field work were: Teachers redefine the goals of science instruction as the acquisition of facts and isolated skills, teachers alter their usual instructional behavior to implement uniform instructional procedures, and the teacher/student classroom interaction constrains students' opportunities to learn science. The implications of the study indicate that the state-mandated policy has results that are in opposition to the intended results. Instead of improving the practices of teachers, the implementation of the policy constrains and routinizes the teachers' behavior, causing them to violate their own standards of good teaching. They feel pressured to “get through” the materials so students will score well on tests. The classroom interaction is structured in such a way as to inhibit students from asking questions of their own. As a result, students' opportunity to express curiosity and inquiry—central processes in scientific thinking—are constrained. These unintended consequences of the implemented state policy, instead of improving science teaching and learning, continue to reduce science instruction to the literal comprehension of isolated facts and skills.
Visits to six school districts which were identified by the National Science Teachers Association's Search for Excellence program were made during 1983 by teams of 17 researchers. The reports were analyzed in search for common characteristics that can explain the requirements necessary for excellent science programs. The results indicate that creative ideas, administrative and community involvement, local ownership and pride, and well-developed in-service programs and implementation strategies are vital. Exceptional teachers with boundless energies also seem to exist where exemplary science programs are found.
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