Thematische Bibliographien / Development of science literacy

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Auswahl der wissenschaftlichen Literatur zum Thema „Development of science literacy“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 17. Februar 2022

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Zeitschriftenartikel zum Thema "Development of science literacy"

Sharma, Raj Kumar. „Library and Information Science Literacy in India: History- Development, Growth and Present Status of LIS Literacy in India“. International Journal of Trend in Scientific Research and Development Volume-3, Issue-2 (28.02.2019): 573–78. http://dx.doi.org/10.31142/ijtsrd21433.

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Greenleaf, Cynthia L., Cindy Litman, Thomas L. Hanson, Rachel Rosen, Christy K. Boscardin, Joan Herman, Steven A. Schneider, Sarah Madden und Barbara Jones. „Integrating Literacy and Science in Biology: Teaching and Learning Impacts of Reading Apprenticeship Professional Development“. Review & Expositor 95, Nr. 3 (August 1998): 647–717. http://dx.doi.org/10.1177/003463739809500319.

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This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers? instructional practices and students? achievement in science and literacy. The intervention consisted of 10 days of professional development in Reading Apprenticeship, an instructional framework integrating metacognitive inquiry routines into subject-area instruction to make explicit the tacit reasoning processes, problem-solving strategies, and textual features that shape literacy practices in academic disciplines. The study utilized a group-randomized, experimental design and multiple measures of teacher implementation and student learning and targeted groups historically unrepresented in the sciences. Hierarchical linear modeling procedures were used to estimate program impacts. Intervention teachers demonstrated increased support for science literacy learning and use of metacognitive inquiry routines, reading comprehension instruction, and collaborative learning structures compared to controls. Students in treatment classrooms performed better than controls on state standardized assessments in English language arts, reading comprehension, and biology.

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Afifah, Nur Laila, Murtono, Santoso und Sekar Dwi Ardianti. „Development of Pocket Book Based on Science Literacy“. Journal of Physics: Conference Series 1823, Nr. 1 (01.03.2021): 012075. http://dx.doi.org/10.1088/1742-6596/1823/1/012075.

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Vogt, Keith, und Michael L. Kamil. „Technologies for Literacy Development“. Computers in the Schools 15, Nr. 1 (31.08.1999): 89–92. http://dx.doi.org/10.1300/j025v15n01_13.

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Zhang, Ying. „Vocabulary Development in Science: Studying a Middle School Sheltered Classroom“. Global Journal of Educational Studies 3, Nr. 2 (25.10.2017): 83. http://dx.doi.org/10.5296/gjes.v3i2.11825.

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This article reports how science literacy development, particularly vocabulary development occurred in a sixth-grade sheltered science classroom as a part of an eight-month ethnographic study. Specifically, the research asks how language development occurs in the science classroom from the perspective of social semiotics. The study takes a multimodal social semiotic perspective to examine how English Learners (ELs) make meaning of science vocabulary. Qualitative methods are used and the data include video and audio recordings of science lessons, field notes, formal and informal interviews with teacher and students, and classroom artifacts. Findings demonstrate that although science vocabulary was embedded in the multimodal science curriculum, actual language development was limited. The study expands the current knowledge base for developing literacy skills in science and challenges researchers and educators to reexamine the current practice on how to incorporate effective literacy education in the content area of science.

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Waluyo, Edy, und Nuraini Nuraini. „Development Of Instructional Design Project-Based Learning Model Integrated Science Process Skills To Improve Science Literacy“. JURNAL PENDIDIKAN SAINS (JPS) 9, Nr. 1 (25.04.2021): 104. http://dx.doi.org/10.26714/jps.9.1.2021.104-112.

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Facing today's 21st century learning, teachers need to foster science literacy and consider learning strategies that suit the conditions and potentials of students whose learning process focuses on providing hands-on experience and the application of science knowledge. Literacy skills are fundamental things that students must do in the face of the global era to be able to meet the needs of life in various situations. This research aims to develop instructional design through science process skill-based project learning to improve valid, practical and effective literacy skills. This research uses a type of research development model Borg and Gall which is a systemic process that starts from the analysis of needs, product design, product development, implementation and evaluation of products. The subjects in the research were grade VII students smpn 1 Selong and Madrasah Tsanawiyah Muallimat NW Pancor numbered 64 people. Data collection uses validation sheets, practical guidelines, and tests to measure students' science literacy skills. The data is analyzed with descriptive analysis techniques. The results of the analysis showed that the instructional design of the project based learning model based on science process skills falls into the category of valid, practical and effective and feasible to use. The product developed also has a potential effect in improving students' science literacy skills indicated by an N-Gain score of 0.77 with a high categoryKeywords : Project Based Learning, Process Skills, Literacy

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Safitri, Rina, Haryanto Haryanto und Harizon Harizon. „Development of PBL-STEM-based E-LKPD to improve students' science literacy skills on reaction rate materials“. Jurnal Pendidikan Kimia 13, Nr. 2 (01.08.2021): 113–29. http://dx.doi.org/10.24114/jpkim.v13i2.26980.

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The development model used is Research & Development which adopts the Lee & Owens development model. The product to be developed is E-LKPD using 3D Pageflip Professional software. 1. The procedure for developing E-LKPD with the PBL-STEM approach in improving scientific literacy skills on the reaction rate material for students. The research procedure consists of five stages, namely analysis, design, development, implementation, evaluation. Research results (1) The analysis includes media analysis, student characteristics analysis, technology analysis, situation analysis, and data analysis. (2) Design includes determining the development team, compiling a development schedule, making flowcharts and making storyboards. (3) Development includes making a product which is then validated by a team of experts until it is validated. (4) Implementation, at this stage a product assessment is carried out by 2 chemistry teachers to see the agreement between the two teachers on the product developed through the kappa test, one-on-one trial with 2 groups of respondents consisting of 3 students in each group, small group trial with two groups of respondents carried out at MAN 2 Jambi City. This trial is not conducted face-to-face, but online (5) Evaluation, which is carried out at each stage is ongoing. The conclusion in this study is that the E-LKPD development procedure is in accordance with the 5 stages of the Lee & Owens development model. Keywords: E-LKPD, PBL-STEM, Science literacy skills

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Hsu, Hui-Yin, Shaing-Kwei Wang und Daniel Coster. „New Literacy Implementation“. International Journal of Information and Communication Technology Education 13, Nr. 3 (Juli 2017): 53–72. http://dx.doi.org/10.4018/ijicte.2017070105.

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With advancing technology, “literacy” evolves to include new forms of literacy made possible by digital technologies. “New literacy” refers to using technology to research, locate, evaluate, synthesize and communication information. The purpose of the study is to develop a framework to guide science teachers' new literacy practices, and examine the impact of new literacy approach on students' science learning and new literacy skills. The authors worked with 25 middle school science teachers through a two-year professional development (PD), and followed their implementation to investigate the PD impact on their classroom practices and students' learning outcomes. The authors adopted mixed-methods to examine change in teachers' new literacy practices, students' science learning outcomes, and students' confidence in new literacy skills. The study results showed increases in teachers' frequency and types of new literacy practices, positive impact on students' science learning and confidence in new literacy skills. Factors affecting teachers' new literacy practice are also reported.

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Ardianto, Didit, und Indarini Dwi Pursitasari. „Do Middle School Science Textbook Enclose an Entity of Science Literacy?“ JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 1, Nr. 1 (01.09.2017): 24–27. http://dx.doi.org/10.33751/jhss.v1i1.369.

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This study aims to analyze the middle school of science the textbook based on science literacy. We used descriptive analysis to explore the domain of science literacy at 3 middle science textbooks. Observation Sheet that contain the domain of science literacy (adopted from Chiappetta, Fillman & Sethna) is used to capture the present category of science literacy (body of knowledge, way of investigating, way of thinking, and interaction of science, technology and society) in any textbook. The results showed that middle school science textbooks have not yet provide a balance between body of knowledge, way of Investigating, way of thinking, and interaction of science, technology and society. The Middle science textbooks still dominate with science as a way of knowledge. Middle School science textbook that used to support science teaching should be provide balance on all four aspects of science literacy. Therefore, The development that focusing on middle school science textbooks based on science literacy need to be implemented.

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Carrejo, David J., und Judy Reinhartz. „Teachers fostering the co-development of science literacy and language literacy with English language learners“. Teacher Development 18, Nr. 3 (11.06.2014): 334–48. http://dx.doi.org/10.1080/13664530.2014.914564.

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Dissertationen zum Thema "Development of science literacy"

Murcia, Karen. „Scientific literacy for sustainability“. Murcia, Karen (2006) Scientific literacy for sustainability. PhD thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/216/.

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We only need to consider public media reports to appreciate that there is growing concern amongst citizens for sustainability. This concern arises from increasing appreciation that the current direction and rate of exploitation of resources is not sustainable and humanity's actions today are arguably compromising future generations' ability to meet their living needs. By drawing on the research of scientists, ranging from their evidence of the problems of sustainability to those promising solutions, the same press reports show strong links between sustainability and science. The appearance of such reports in the public media implies that citizens understand the interaction of science and sustainability and that they can engage critically with scientific research, including its applications and implications for sustainability. In this dissertation this understanding and capacity to engage critically is termed scientific literacy. The general question governing the research reported in this dissertation arose from this context and is: What does it mean for citizens to be scientifically literate within the context of sustainability? More specifically, because it is expected that university graduates are well educated in a socially relevant manner, with commensurate responsibilities and influence, the focus question studied in this dissertation is: What does it mean for university graduates to be scientifically literate? It became apparent from the review of the literature, that the concept of scientific literacy was multidimensional. The three key dimensions that emerged were (i) the fundamental and enduring ideas and concepts of science, (ii) the nature of science and (iii) the interaction of science with society. These dimensions provided the framework for the research reported in this dissertation. Within this framework and based on the literature, two relationships amongst these dimensions were proposed. The first relationship was that the dimensions were in a conceptual hierarchal order, with successive dimensions including the previous dimensions and expanding upon them. The second relationship was that students' scientific literacy developed sequentially along the same hierarchy. It was proposed that development occurred sequentially, with development of concepts of science first, nature of science second and interaction with society last. It was proposed that a scientifically literate person would have reached the level of understanding that includes the interaction of science with society. Specific indicators of the successive dimensions were functional, conceptual/procedural and multidimensional, which at this highest level, includes the relationship between the first two dimensions and society. This framework and the associated indicators were used as a structure and lens for interrogating the development of scientific literacy of 244 first year university students enrolled in Australia's Murdoch University's foundation unit, Life and the Universe. This is one of five units from which first year students are required to select one. The units are interdisciplinary in nature with Life and the Universe being a unit that covers generic issues in science. In part because of its content and in part because it allows students from all backgrounds to enrol, it was considered suitable for studying, illustratively, the development of scientific literacy of potential university graduates. The development of scientific literacy was studied in three ways. First, participants responded to open questions about a newspaper report of science, before and after their studying in Life and the Universe, second, they responded to a Likert style questionnaire regarding the nature of science, again before and after studying the unit, and third, a subset of participants were involved in a focus group run over two years. The participants' responses to the open questions on the questionnaire were analysed for their critical engagement with the news brief, in terms of their ability to give reasons why the text should be accepted or rejected. The nature of requests for extra information about the news brief's content was also analysed. Analysis of the initial responses to the open questions showed that more than fifty percent of the participants in this study did not demonstrate the ability to critically engage with science reported in the news. The Likert style questionnaire assessed participants' conception of the nature of science, with one end of the continuum reflecting a traditional view that science was a body of unchanging facts, derived from objective and value free observations, and the other reflecting a more contemporary view, that scientific knowledge was dynamic, open to change, had subjective components, and had scientists socially located so that their work was not free of values. Analysis of the initial responses to the Nature of Science questionnaire showed that more than fifty percent of the participants were located on the continuum towards the contemporary, socially located end. However, it also showed that the majority were still not sufficiently located towards the contemporary end of the continuum to view science as dynamic, with a changing body of knowledge. There was no statistically significant difference in these analyses in relation to participants' gender, time out of school, course of enrolment or science background. Unexpectedly, the comparison in the analysis of the news brief pre and post Life and the Universe showed that the number of participants engaging critically did not increase. More expectedly, the comparison of the pre and post Life and the Universe responses to the Likert scale showed that there was overall a statistically significant increase in the group's contemporary, socially located, perspective of the nature of science during their participation in the foundation unit. Specifically, the participants demonstrated raised awareness of the tentative and subjective nature of science and that scientists study a world in which they are a part and, as such, their work is not objective or value free. Nevertheless, there was substantial possibility of higher locations on the scale which the majority of participants did not reach. This statistically significant increase, but possibility for further improvement, is compatible with the lack of increase in critical engagement with the news brief and suggests that the statistical increase was not educationally significant. The focus group data contributed greater depth of understanding to the researcher about the range in participants' conceptions of the nature of science. The conceptions evident were consistent with the conclusions from the open questions and Likert style questionnaire and also highlighted limited understandings of scientific processes or scientific methods. It was evident that misconceptions and naive understandings of the contemporary nature of science were present at the beginning and retained throughout the foundation unit learning experience. These limitations helped explain participants' inability to engage meaningfully and to question critically the science news briefs contained in the questionnaires. Data from the focus group also suggested that a limited understanding of science terms prevented critical engagement with the content of the news briefs. Following closely the focus group participants' development of scientific literacy over a two year period, allowed the researcher to gain a greater depth of understanding of the participants' development of scientific literacy than that which could be gained alone from the large scale administrations of the questionnaire. This experience highlighted that the development of scientific literacy was far more complex than the originally proposed sequential development across the three dimensions. The analysis of converging sources of data challenged this proposition and resulted in a reconstruction of understanding about the development of scientific literacy. It was evident that the ability and disposition to critically question and act scientifically required parallel development of science content, socially located conceptions of the nature of science and understanding of its interaction with society. It was the blended and parallel development of these knowledge dimensions, at any level, that demonstrated scientific literacy. In order to characterise the more complex structure amongst the dimensions in which parallel development occurred, a rope metaphor was used. This metaphor effectively represented the observed development of scientific literacy, as it made concrete the interwoven threads of multidimensional knowledge. It represented more realistically the complex, intertwining and multidimensional aspects of participants' development of scientific literacy. Re-thinking the development of scientific literacy and representing the construct with the rope metaphor offered possibilities for effective pedagogy in higher education. The interaction of multidimensional threads of knowledge seems an integral part of the development of scientific literacy and suggests the need for teaching and learning experiences that are holistic in nature and driven by socially relevant contexts.

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Hong, Huili, Renee Rice Moran, LaShay Jennings, Laura Robertson und Stacey Fisher. „Discourse of Integrating Science and Literacy“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/3242.

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The authors start this chapter with a reconceptualization of science literacy and proceed to discuss why science literacy matters and why discourse in various forms matters to science literacy. Then, drawing on their recent research study on science literacy integration, the authors center on the teacher-student interactive discourses revolving around science concepts and literacy skills. They particularly examined some of the seemingly off-topic classroom dialogues. Doing so aims to explore how the potential opportunities of science literacy integration can be discursively co-constructed by the teacher and the students in naturally occurring classroom activities. Further, doing so aims to show science literacy integration can become more enjoyable to students. Meanwhile, the authors advocate that both science and literacy teachers should see themselves as teachers of language as well as examine and think how their classroom discourse can be orchestrated for the purposes of integrating science and literacy.

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Robertson, Laura, und Renee Rice Moran. „Teacher Perspectives on Science and Literacy Integration“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/3243.

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In this chapter, the authors discuss teachers' perspectives on science and literacy integration in secondary classrooms. Beginning with teacher belief, the authors posit that teachers must first believe in the value of science and literacy integration to themselves, their students, or to district, curriculum, or assessment goals in order to implement integration. After belief in the value of integration is established, teachers vary in their approaches to implementation. Analysis of focus group data from middle and high school English language arts (ELA) and science teachers reveals patterns in frequency, strategies, and barriers to integration by subject area. In conclusion, the authors offer a framework for integration that explains teachers' approaches to integration at the classroom and team levels and suggests methods for advancing science and literacy integration.

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Leornard, Samantha Lee. „Scientific literacy and education for sustainable development: developing scientific literacy in its fundamental and derived senses“. Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1010069.

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The importance of developing learners’ scientific literacy in both the fundamental and derived senses has been highlighted by Norris & Phillips (2003). Development of the derived sense of science, which is dependent on the development of a sound fundamental sense of science, aims at promoting scientifically literate societies who are able to make informed decisions concerning the natural environment and the promotion of sustainable livelihoods. In turn, response to increasing recognition of environmental degradation, the United Nations’ Decade of Education for Sustainable Development advocated that the principles, values and practices of sustainable development should be integrated into all aspects of education and learning. However, despite these aspirations, the difficulties of insufficient teacher knowledge and a lack of in-service training, both abroad and within South Africa, remain a challenge. In response to this challenge this study investigated the potential of an Integrated Scientific Literacy Strategy (which aimed at increasing in-service teacher knowledge and skills) to contribute to ESD by developing more scientifically literate teachers and learners in primary education. The study was conducted in 2010 in the Port Elizabeth Metropolitan area in the Eastern Cape, South Africa. The study sample comprised seven schools, with a total of nine teachers and 243 learners participating. As the research is situated within the pragmatic paradigm, a mixed methods approach was followed using Creswell and Plano Clark’s (2007) embedded design’s correlational model whereby quantitative data are rooted within a qualitative design to help verify and explain the outcomes. Qualitative measures were generated through teacher interviews and an analysis of their written portfolios. These data were triangulated against quantitative test data gained from an ANCOVA statistical analysis of the learners’ pre- and post-tests, and both the qualitative and quantitative data gleaned from classroom observations and an analysis of the learners’ science notebooks. The data suggest that, when properly implemented, the Integrated Scientific Literacy Strategy can be used to help teachers develop their learners’ scientific literacy by exposing them to open-ended inquiry investigations. Statistically significant differences (p ≤ 0.01; d=0.88) were noted when comparing improvements in learners’ abilities and understandings of scientific investigations (graphs, variables, inquiry and investigable questions) between those learners whose teachers successfully implemented the strategy in their classrooms, and those learners whose teachers were considered to be ‘non-implementers’ of the strategy. Data from this study also suggest that the successful use of the ISLS enables teachers to integrate issues relating to sustainable development into their natural science lessons. In addition, the learner-orientated approach of the strategy also enabled the learners to engage in autonomous learning environments, aspects of which have been identified as being important for meaningfully learning about and internalising important issues related to ESD.

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Tai, Chih-Che, Karin Keith, S. Starnes und Renee Rice Moran. „Integrating Science Learning with Literacy in Grades 6-12“. Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/998.

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Blackmon, Phyllis Ann. „A Case Study Investigating Secondary Science Teachers' Perceptions of Science Literacy Instruction“. ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1670.

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This project study addressed the lack of inclusion of discipline literacy pedagogy in secondary classrooms in a rural school district in eastern North Carolina. Discipline literacy practices are recommended in the Common Core Standards for History/Social Studies, Science, and Technical Subjects. The district had implemented content area reading strategies across content areas, yet no significant progress in secondary students' reading abilities had been demonstrated in statewide or national assessments. The conceptual framework that drove this study was disciplinary literacy, founded by the literacy research of Shanahan, Shanahan, and Zygouris-Coe. Within a qualitative case study method, this investigation of 8 secondary science teachers' experiences teaching literacy during content instruction focused on practices of embedding science-specific reading strategies into lessons and factors that influence teachers' decisions to participate in professional development to advance their learning of discipline-specific literacy methods. Data were collected and triangulated using a focus group and 8 individual interviews. Data from both methods were analyzed into codes and categories that developed into emergent themes. Findings from the focus group and individual interviews revealed that the science teachers possessed limited knowledge of science-specific reading strategies; used random, general literacy practices; and had completed inadequate professional development on science-related topics. Positive change may occur if district leaders support teachers in expanding their knowledge and application of discipline literacy strategies through participation in discipline literacy-focused professional development. The study may provide educators and researchers a deeper understanding of disciplinary literacy and increase research on the topic.

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Keith, Karin, Huili Hong und Renee Rice Moran. „Scaffolding Student Reading of Informational Texts with Science Literacy Centers“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1014.

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Frandsen, Kimberly J. „Reading and Writing in Science: How do the Reform Documents Attend to the Fundamental Sense of Science Literacy?“ Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1417.pdf.

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Bennett, William Drew. „Multimodal representation contributes to the complex development of science literacy in a college biology class“. Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1203.

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This study is an investigation into the science literacy of college genetics students who were given a modified curriculum to address specific teaching and learning problems from a previous class. This study arose out of an interest by the professor and researcher to determine how well students in the class Human Genetics in the 21st Century responded to a reorganized curriculum to address misconceptions that were prevalent after direct instruction in the previous year's class. One of the components to the revised curriculum was the addition of a multimodal representation requirement as part of their normal writing assignments. How well students performed in these writing assignments and the relationship they had to student learning the rest of the class formed the principle research interest of this study. Improving science literacy has been a consistent goal of science educators and policy makers for over 50 years (DeBoer, 2000). This study uses the conceptualization of Norris and Phillips (2003) in which science literacy can be organized into both the fundamental sense (reading and writing) and the derived sense (experience and knowledge) of science literacy. The fundamental sense of science literacy was investigated in the students' ability to understand and use multimodal representations as part of their homework writing assignments. The derived sense of science literacy was investigated in how well students were able to apply their previous learning to class assessments found in quizzes and exams. This study uses a mixed-methods correlational design to investigate the relationship that existed between students' writing assignment experiences connected to multimodal representations and their academic performance in classroom assessments. Multimodal representations are pervasive in science literature and communication. These are the figures, diagrams, tables, pictures, mathematical equations, and any other form of content in which scientists and science educators are communicating ideas and concepts to their audience with more than simple text. A focused holistic rubric was designed in this study to score how well students in this class were able to incorporate aspects of multimodality into their writing assignments. Using these scores and factors within the rubric (ex. Number of original modes created) they were correlated with classroom performance scores to determine the strength and direction of the relationship. Classroom observations of lectures and discussion sections along with personal interviews with students and teaching assistants aided the interpretation of the results. The results from the study were surprisingly complex to interpret given the background of literature which suggested a strong relationship between multimodal representations and science learning (Lemke, 2000). There were significant positive correlations between student multimodal representations and quiz scores but not exam scores. This study was also confounded by significant differences between sections at the beginning of the study which may have led to learning effects later. The dissimilarity between the tasks of writing during their homework and working on exams may be the reason for no significant correlations with exams. The power to interpret these results was limited by the number of the participants, the number of modal experiences by the students, and the operationalization of multimodal knowledge through the holistic rubric. These results do show that a relationship does exist between the similar tasks within science writing and quizzes. Students may also gain derived science literacy benefits from modal experiences on distal tasks in exams as well. This study shows that there is still much more research to be known about the interconnectedness of multimodal representational knowledge and use to the development of science literacy.

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Nkangana, Nqabisa T. „The development of information literacy at the University of Cape Town“. Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/22214.

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Includes bibliographical references (pages 84-98).
The origins and development of information literacy education at the University of Cape Town are explored. The focal research question is based on investigations into the extent in which the academic staff, librarians and students of the University of Cape Town (UCT) are prepared for or engaged in recognizing information literacy. Are the academic staff, librarians and students of UCT really aware of the information literacy agenda? Quantitative research methods are used to supplement qualitative research methods in this study. Samples were drawn from 621 academics, 64 librarians, and 19978 students - the total numbers of subjects of the study in 2003 when the fieldwork was conducted. The significant changes in the South African education system in the postapartheid era are discussed. International information literacy programs are discussed and the Griffith University information literacy blueprint is adopted as a standard for comparison. Further studies are suggested on the investigation of information literacy policies. The research results suggest that a high standard of information literacy exists at the University of Cape Town.

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Bücher zum Thema "Development of science literacy"

Science), Project 2061 (American Association for the Advancement of. Resources for science literacy: Professional development. New York: Oxford University Press, 1997.

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Library and literacy movement for national development. New Delhi: Concept Pub. Co., 2003.

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1941-, Stenson Jane, und Williams Diane 1946-, Hrsg. Literacy development in the storytelling classroom. Westport, Conn: Libraries Unlimited, 2009.

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Matthews, Brian. Improving science and emotional development (the ISED project): Emotional literacy, citizenship, science and equity. London: Goldsmiths College, 2001.

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Durband, Dorothy B. Student Financial Literacy: Campus-Based Program Development. 2. Aufl. Boston, MA: Springer US, 2012.

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Tang, Kok-Sing, und Kristina Danielsson, Hrsg. Global Developments in Literacy Research for Science Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69197-8.

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service), SpringerLink (Online, Hrsg. Constructing Development: Civil Society and Literacy in a Time of Globalization. Dordrecht: Springer Netherlands, 2009.

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Association of Caribbean University, Research and Institutional Libraries. Conference. The new librarian.com: Developing skills in knowledge management, information literacy, market issues and community development. Ocho Rios, Jamaica: ACURIL, 2002.

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Ye, Wang, und Williams Cheri, Hrsg. Deaf students and the qualitative similarity hypothesis: Understanding language and literacy development. Washington, DC: Gallaudet University Press, 2013.

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Emergent computer literacy: A developmental perspective. New York: Routledge, 2009.

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Buchteile zum Thema "Development of science literacy"

McCarty, Ryan. „“Where Does the Science Go?”: An Ethnographic Study of Chemistry PhD Students Learning Science Communication Genres“. In Academic Literacy Development, 143–61. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_8.

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Orion, Nir. „An Earth Systems Curriculum Development Model“. In Global Science Literacy, 159–68. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-1-4020-5818-9_11.

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Pringle, Rose M. „Literacy Skills and Science Learning“. In Researching Practitioner Inquiry as Professional Development, 59–86. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59550-0_5.

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Thompson, David B., und Victor J. Mayer. „Development of Charles Darwin as an Earth-Systems Scientist: A Field Experience“. In Global Science Literacy, 109–28. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-1-4020-5818-9_7.

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Bartoszeck, Amauri Betini, und Sue Dale Tunnicliffe. „Development of Biological Literacy through Drawing Organisms“. In Drawing for Science Education, 55–65. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-875-4_5.

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Steinerová, Jela. „Information Horizons Mapping for Information Literacy Development“. In Communications in Computer and Information Science, 70–80. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-14136-7_8.

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Babaci-Wilhite, Zehlia. „Science Literacy and Mathematics as a Human Right“. In Language, Development Aid and Human Rights in Education, 121–34. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137473196_9.

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Rahm, Jrene. „Community-Gardens and Science Laboratories as Texts for Science Literacy Development“. In Missing the Meaning, 47–60. New York: Palgrave Macmillan US, 2004. http://dx.doi.org/10.1057/9781403982285_4.

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Barnes, Marcia A. „What Do Models of Reading Comprehension and Its Development Have to Contribute to a Science of Comprehension Instruction and Assessment for Adolescents?“ In Literacy Studies, 1–18. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14735-2_1.

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Miller, Jon D. „The Development of Civic Scientific Literacy in the United States“. In Science, Technology, and Society, 21–47. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-011-3992-2_3.

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Konferenzberichte zum Thema "Development of science literacy"

Barz, Daniela-Luminița. „Attitudes toward Science and Scientific Literacy Among Romanian Young Adults“. In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.7.

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Susandi, Dony, ED Jannati, A. Rachmat, I. Kaniawati und P. Siahaan. „Development of Science Literacy Instruments in the Direct Current“. In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296478.

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Kondrica, Baiba, Ilze Ivanova und Tamara Grizane. „Health literacy assessment of Vidzeme statistical region“. In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.047.

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Data on Health Literacy in the population of Latvia is limited. The aim of the study was to determine the Health Literacy impacting factors of inhabitants of Vidzeme Statistical region in Latvia (LV008). Respondent survey (n = 383), using a paper-and-pencil self-administered approach and telephone interviews, was conducted based the European Health Literacy Survey Questionnaire (HLS-EU-Q47). In order to ensure internal consistency and reliability, the authors used Cronbach’s α test (α = 0.965). The confirmatory factor analysis (CFA) allowed to determine that factor results differentiate between genders and there is a strong positive correlation (r = 0.945), that impacts results. Factors Access, Appraise and Apply explained each 30 % of the variance, and factors Understand explained 31 %. HL index division by gender indicated that 47.4 % of female respondents and 46.6 % of male respondents have “limited health literacy” (“inadequate” + “problematic”). The largest age group among respondents are 18-39-year old where there is lower level of education and lower income. However, cases have been observed when respondents even with higher education have “limited health literacy,” which indicates towards a need for further HL research in Latvia, because compared to HL of other member states, LV008 HL index is by 38.9 % larger than the EU average (47.6 %).

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Alneyadi, Saif Saeed. „THE IMPACT OF ARTIFICIAL INTELLIGENCE AND PRACTICAL WORK IMPLEMENTATION ON SCIENCE LITERACY: UAE SCIENCE TEACHERS’ PERSPECTIVES“. In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0050.

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Amiri, Shahram. „Rethinking Social and Economic Development: Promoting Digital Literacy“. In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2684.

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Today’s digital divide that separates the “haves” and the “have nots” is attributed in part to geography, race, income, employment, age, gender, and education. Not only do some segments of the population remain unconnected, but these sectors also have no desire to connect. Thus, the connected portions of the world must create an urge and necessity to connect so that even the most remote location can access the same information as countries with technological enrichment. The first step towards worldwide connectivity involves worldwide understanding, achieved through information literacy, therefore allowing each person to become an independent, self-sufficient user. These characteristics lead to a better education, where the user can reap the benefits of schooling and life experience because of information literacy skills. The most important reward is an overall improved life where the Internet no longer separates people, but instead brings them together for work, communication, and leisure. These goals can only be accomplished through a collaborative effort involving both those connected, and those not connected. Without cooperation from both sides, the digital divide will continue existing.

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Nietfeld, John, T. Fulya Eyupoglu, Samira Syal und Isabel Hennes. „THE DEVELOPMENT OF A GAME-BASED LEARNING ENVIRONMENT TO PROMOTE SCIENCE LITERACY“. In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1844.

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Zeljić, Mariana, und Milana Dabić Boričić. „STUDENT – FUTURE TEACHERSʼ ATTITUDE ON THE DEVELOPMENT OF MATHEMATICAL LITERACY IN PRIMARY EDUCATION“. In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.347z.

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Although many studies investigate mathematical literacy, there is no consensus on the meaning of the term. The aim of this study is to investigate the concept of mathematical literacy of future teachers. The data are collected by semi-structured interview with thirteen Teacher Education Faculty students. The concept of mathematical literacy can be placed in four categories: 1) the knowledge and ability to communicate in mathematical language; 2) the conceptual understanding of concepts, contents and procedures; 3) the application of mathematics in everyday life; 4) the use of mathematical-logical thinking and problem solving. All interviewed students highlighted the students’ ability to formulate, represent and solve mathematical problems as well as the precise and correct use of symbolical mathematical language as a very important competence for mathematical literacy, while almost half of the interviewed excluded the students’ ability to see mathematics as a useful subject as an important competence. The teachers’ beliefs and knowledge significantly impact students’ development of mathematical literacy. Hence it is important to provide the conditions in which the teachers will be able to understand the concept and develop a richer conception of mathematical literacy.

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Vibane, Kristine. „Stroke literacy among stroke survivors’ family caregivers“. In 19th International Scientific Conference "Economic Science for Rural Development 2018". Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2018. http://dx.doi.org/10.22616/esrd.2018.163.

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Saputri, Ani, Rahmi Susanti und Adeng Slamet. „Development of Biological Science Literacy Questions Based on the PISA Framework“. In 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.081.

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Teng, Wei, Rachelle K. Hackett und Marilyn E. Draheim. „Associations between Chinese Parents' Reading Beliefs, Home Literacy Practices, Children's Reading Interests and Literacy Development“. In 2017 2nd International Conference on Humanities and Social Science (HSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hss-17.2017.109.

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Berichte der Organisationen zum Thema "Development of science literacy"

Nasseh, Bizhan. Science Literacy Project, August 2006 - August 2008. Office of Scientific and Technical Information (OSTI), August 2008. http://dx.doi.org/10.2172/941529.

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Mockel, Lindsey. Thinking Aloud in the Science Classroom: Can a literacy strategy increase student learning in science? Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1419.

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Scott, Bari. Science Literacy Project for Mid-Career Public Radio Producers, Reporters, Editors and News Directors. Office of Scientific and Technical Information (OSTI), Dezember 2012. http://dx.doi.org/10.2172/1062596.

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Rasnača, Līga, Kristīne Vībane, Jurijs Ņikišins, Vladimirs Meņšikovs, Līva Jankaite, Viola Korpa, Ilze Mileiko et al. Latvia. Human Development Report 2015/2016. Mastery of Life and Information Literacy. Herausgegeben von Baiba Holma und Andra Damberga. University of Latvia Advanced Social and Political Research Institute, 2017. http://dx.doi.org/10.22364/lvhdr.2015.2016.

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Moten, Margaret, und Daniel Evans. Economic Development and Network Science. Fort Belvoir, VA: Defense Technical Information Center, April 2011. http://dx.doi.org/10.21236/ada542801.

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Moten, Margaret, und Daniel Evans. Economic Development and Network Science. Fort Belvoir, VA: Defense Technical Information Center, März 2011. http://dx.doi.org/10.21236/ad1019481.

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Calderon, Gabriela, Jesse Cunha und Giacomo De Giorgi. Business Literacy and Development: Evidence from a Randomized Controlled Trial in Rural Mexico. Cambridge, MA: National Bureau of Economic Research, Dezember 2013. http://dx.doi.org/10.3386/w19740.

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Park, J. H. Materials science in solar cell development. Office of Scientific and Technical Information (OSTI), April 1992. http://dx.doi.org/10.2172/10151117.

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Hannah, Elizabeth F. S., und Sharon Tonner. Exploring the use of The Learning Cloud to enhance literacy development of primary school children. University of Dundee, Januar 2016. http://dx.doi.org/10.20933/10000102.

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Oh, Eun Young, und Peter Rosenkranz. Determinants of Peer-to-Peer Lending Expansion: The Roles of Financial Development and Financial Literacy. Asian Development Bank, März 2020. http://dx.doi.org/10.22617/wps200107-2.

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