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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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Agee, Jim. „Literacy project development resources“. New Library World 104, Nr. 9 (Oktober 2003): 344–53. http://dx.doi.org/10.1108/03074800310493161.
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Durant, John. „What is scientific literacy?“ European Review 2, Nr. 1 (Januar 1994): 83–89. http://dx.doi.org/10.1017/s1062798700000922.
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Cacik, Sri, Anggun Winata und Ifa Seftia Rakhma Widiyanti. „DEVELOPMENT OF “PUTIK BERISI” (STUDENT EXPERIMENT WORKSHEETS BASED ON SCIENCE LITERACY) TO 5TH GRADE STUDENTS AT ELEMENTARY SCHOOL SIDOREJO I TUBAN“. JURNAL PENDIDIKAN DASAR NUSANTARA 4, Nr. 1 (10.07.2018): 67. http://dx.doi.org/10.29407/jpdn.v4i1.12202.
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Science Literacy is one of the basis to know quality of education and human resource of a country. Indonesian science literacy is relatively low compared to other Asian countries. A preliminary research has been done to 5th grade students at SDN Sidorejo I Tuban that shows low the science literacy ability. It was aimed to develop Putik Berisi and improve the the science literacy ability. This research is a development research with 7 stages. However, in this journal focused on 6th stage that is a limited trial with in 10 students. It was used the science literacy achievement test sheet and students' response questionnaires instruments. The result of the research shows that PUTIK BERISI has been developed to improved the science literacy ability of 5th grade students at SDN Sidorejo I Tuban. Based on the data, Six of the seven indicators of the science literacy ability under study have increased, while the others is steady. The 7th indicator shown the greatest increased from 10% to 100%. While The response of the students gave a positive result on the development of PUTIK BERISI which was shown from precentage more than 80% for each indicator.
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He, Peichang, und Angel M. Y. Lin. „Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”“. Journal of Immersion and Content-Based Language Education 7, Nr. 2 (25.09.2019): 261–88. http://dx.doi.org/10.1075/jicb.18033.he.
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Abstract Drawing on Lemke’s (1990) “thematic patterns” theory, this research proposes a “Concept + Language Mapping” (CLM) approach and tried it out in an English Medium Instruction (EMI) biology classroom in Hong Kong. Lessons were observed and samples of student work were collected during the intervention with student/teacher interviews conducted afterwards. A quasi-experimental design was also adopted to estimate the impact of the CLM approach. The analysis indicated that CLM facilitated the development of both content and language knowledge.
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Utami, Arfiati Ulfa. „ANALYSIS OF SCIENCE LITERACY CAPABILITIES THROUGH DEVELOPMENT TEST OF SCIENTIFIC LITERACY SKILLS (TOSLS) INTEGRATED INTERNET OF THINGS (IOT) TECHNOLOGY“. Science Education and Application Journal 1, Nr. 2 (05.10.2019): 68. http://dx.doi.org/10.30736/seaj.v1i2.129.
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Education has an important role in preparing students to have scientific literacy skills and to be able to solve problems in daily life in the face of modern life. In science learning science literacy is very important as the development of science and technology in this era of globalization, it is necessary to develop a Test of Scientific Literacy Skills (TOSLS) as a measure to determine the extent of students' literacy abilities. The Test of Scientific Literacy Skills (TOSLS) is packaged through internet technology, where students must be able to access the internet because the Test of Scientific Literacy Skills (TOSLS) is done online. This study aims to determine the scientific literacy skills of students through the development of the Test of Scientific Literacy Skills (TOSLS) integrated Internet of Things (IoT) technology. This study uses descriptive quantitative methods. The study sample was 35 students of class VII at Srono Banyuwangi 1 Public Middle School. The research instrument used was a test in the form of a Test of Scientific Literacy Skills (TOSLS) adapted from Gormally et al. This test is given to 20 students at Srono Banyuwangi 1 Public Middle School. The average results obtained using the TOSLS test in the category are sufficient (62.52). Keywords: scientific literacy, Test of Scientific Literacy Skills (TOSLS), Internet of Things (IoT)
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Meadows, Robin. „RESEARCH NEWS: Initiative promotes youth development, healthy living, science literacy“. California Agriculture 67, Nr. 1 (Januar 2013): 9–12. http://dx.doi.org/10.3733/ca.v067n01p9.
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Rubini, B., D. Ardianto, I. D. Pursitasari und I. Permana. „Professional development model for science teachers based on scientific literacy“. IOP Conference Series: Materials Science and Engineering 166 (Januar 2017): 012037. http://dx.doi.org/10.1088/1757-899x/166/1/012037.
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Astuti, Retna Kusuma, und Muriani Nur Hayati. „DEVELOPMENT OF INTEGRATED SCIENCE DIGITAL MODULE BASED ON SCIENTIFIC LITERACY“. Jurnal Pena Sains 6, Nr. 1 (30.04.2019): 32. http://dx.doi.org/10.21107/jps.v6i1.5233.
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<span lang="EN-US"><em>Student quality of Science education program<span> </span>in the University of Pancasakti Tegal which is prepared to be science teacher candidates in junior high school in the future needs to be enhanced, because they must improve student scientific literacy ability.<span> </span>Students were expected to have scientific literacy competence and advanced in internet technology. Thus, research objectives were determining validity, reading level, and module effectiveness. It was development research. Subject of this reasearch is Students of Science Education study program in University of Pancasakti Tegal, semester IV, 2017/2018 academic year. The first step was fulfilling validity criteria, reading level and then trying out to determine learning effectiveness. Data analyze used judgment expert method, t-test and gain test. It concluded that the Integrated Science digital module based on scientific literacy was valid for learning with a score of 26 (high), easy understanding in reading level , it was useful to enhance cognitive learning outcome students that<span> </span>could be seen from classical learning outcome total of experiment class of 82.35% and control class of 52.94%. Gain result and t-test showed that there was a significant difference between experiment class and control class, it was 4.057, gain test for experiment class was g = 0.31and control class of g = 0.24.</em></span>
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Twiningsih, Anik, und Evi Elisanti. „Development of STEAM Media to Improve Critical Thinking Skills and Science Literacy“. International Journal of Emerging Issues in Early Childhood Education 3, Nr. 1 (30.05.2021): 25–34. http://dx.doi.org/10.31098/ijeiece.v3i1.520.
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The objective of this study is to develop STEAM-based learning media (Science, Technology, Engineering, Arts, Mathematics) in grade 1 thematic learning to improve critical thinking skills and the culture of scientific literacy in grade 1 students. This media was developed based on the STEAM approach, as the result of the use of media through the syntax of analizing, synthesizing, drawing conclusions, and organizing strategies and tactics. The excellence of this innovative work focuses on improving critical thinking skills and scientific literacy. This type of research is research and development (Research and Development) with ADDIE design (Analysis, Design, Development, Implementation, Evaluation). Based on the results of the study before using STEAM-based colored two-dimensional Figure Mixing media, it was identified that the mean class of students' critical thinking skills was 74.80 and the mean science literacy class was 73.61. After using STEAM-based typewriter media it can be identified that the mean class of students' critical thinking skills was 86.67 and the mean science literacy class was 88.67. The results of this study prove that STEAM-based non-typed media developed can improve students' critical thinking skills so that it has a positive impact on scientific literacy. This study concludes that new learning media developed can improve the activeness of students and ultimately have a positive impact on student learning outcomes.
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Nurwahidah, Indri, Yeni Widiyawati, Dwi Septiana Sari, Mohammad Masykuri und Cucuk Wawan Budiyanto. „DEVELOPMENT OF SCIENCE TEST TO MEASURE HOTS AND DIGITAL LITERACY OF JUNIOR HIGH SCHOOL STUDENTS ON THE TOPIC OF CITY NOISE“. EDUSAINS 12, Nr. 2 (05.02.2021): 203–13. http://dx.doi.org/10.15408/es.v12i2.17609.
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PENGEMBANGAN SCIENCE TEST UNTUK MENGUKUR HOTS DAN DIGITAL LITERACY SISWA SMP PADA TEMA KEBISINGAN KOTA AbstractThe 2013 Curriculum emphasizes the process to improve HOTS and digital literacy. However, no appropriate science test instrument can measure the combination of these two aspects in contextual topics and relate to real-world problems. This kind of science test will engage students in-depth thinking as well as improve their digital literacy. This research aims to develop science tests based on HOTS and digital literacy in the City Noise theme for 8th-grade students. HOTS is operationally defined as critical thinking, creativity, collaboration, and communication (4C), while digital literacy is a thinking and operation skill. Borg & Gall models were adopted in this research and development. A total of 21 private school students in Semarang were subject to this research and investigated the validity and reliability of developed science tests. Based on expert judgment, the science test instrument, which consists of 25 multiple choice items and five essay items, was in a very good category. Based on the Rasch model analysis, the science tests are valid (28 items are valid) and reliable (Alpha cronbach=0.79). It can be concluded that the developed science test is feasible to use to measure HOTS and digital literacy of junior high school students on the topic of the City Noise.AbstrakKurikulum 2013 menekankan pada proses peningkatan HOTS dan digital literacy. Namun, belum banyak tersedia instrumen tes sains yang mampu mengukur kombinasi dari kedua aspek tersebut dalam topik yang kontekstual dan berhubungan dengan masalah nyata. Jenis science test seperti ini dapat melibatkan siswa dalam proses berpikir mendalam serta dapat meningkatkan digital literacy. Tujuan dari penelitian ini yaitu mengembangkan science test berbasis HOTS dan digital literacy pada tema Kebisingan Kota untuk siswa kelas 8. HOTS secara operasional didefinisikan sebagai critical thinking, creativity, collaboration and communication (4C) sementara digital literacy sebagai thinking skills dan operation skills. Penelitian ini merupakan penelitian pengembangan (R&D) yang mengadaptasi dari Borg & Gall. Sebanyak 21 siswa dari SMP swasta di Semarang digunakan sebagai subjek dalam penelitian ini dan digunakan untuk mengetahui validitas dan reliabilitas science test hasil pengembangan. Berdasarkan hasil validasi ahli, instrumen science test yang terdiri dari 25 item pilihan ganda dan 5 item uraian termasuk dalam kategori baik. berdasarkan hasil analisis Rasch model, science test dikatakan valid (28 item valid) dan reliabel (Alpha Cronbach=0,79). Dengan demikian dapat disimpulkan bahwa science test hasil pengembangan layak digunakan untuk mengukur HOTS dan digital literacy siswa SMP pada tema Kebisingan Kota.
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MacDonald, Heather. „Students Think Science Literacy Is Important and Improves with Lifelong Learning“. Evidence Based Library and Information Practice 16, Nr. 2 (15.06.2021): 150–52. http://dx.doi.org/10.18438/eblip29926.
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A Review of: Holden, I. I. (2010) Science literacy and lifelong learning in the classroom: A measure of attitudes among university students. Journal of Library Administration, 50:3, 265-282. https://doi.org/10.1080/01930821003635002 Abstract Objective – Investigate student attitudes to science literacy and lifelong learning as outlined in Standard Five of the Information Literacy Standards for Science and Engineering/Technology (ILSTE): The information literate student understands that information literacy is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in his or her field (2006). Design – Survey. Setting – A large public American R1 university. Subjects – Undergraduate students in two classes: Information Literacy in the Sciences (Science group) and Information Literacy (Non-Science group). Methods – A 13 question survey was administered to students by a colleague of the author. Three categories of questions were asked: students' perceptions of the important of science literacy, students' assessment of their own science literacy skills and students' perceptions of lifelong learning in relation to Standard Five. Main Results – Survey participation included 13 students from the Science group and 18 students from the Non-Science group. Students agreed that science literacy is an important part of civic literacy and responsibility, and should be taught to undergraduates in the United States. Students from the Science group frequently had more positive responses to statements than the students in the Non-Science group. For example, 81% of Science students either agreed or strongly agreed with the statement, “Every responsible citizen should be aware of the latest scientific discoveries” compared to 61% of Non-science students. Students felt that their science literacy skills had improved since high school. Most students were confident in their research skills including using emerging communication technologies. Students believed that life-long learning and staying current contribute to good information literacy and science literacy. Conclusion – Students think science literacy is an important part of being a responsible citizen. They also believe being a lifelong learner improves science literacy.
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Kotuľáková, Katarína. „Importance of Teachers’ Beliefs in Development of Scientific Literacy“. Chemistry-Didactics-Ecology-Metrology 24, Nr. 1-2 (01.12.2019): 77–87. http://dx.doi.org/10.2478/cdem-2019-0006.
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Abstract Science teachers communicate curricula goals to their students, prepare teaching situations and lead their students through them in order to learn science. The purpose of this study was to identify the beliefs of teachers about teaching and learning, specifically, what the teachers focus on, how they comprehend knowledge and their role in the process of learning since they can promote or hold back development of scientific literacy. Q methodology was used to investigate the beliefs of 65 science teachers by having them rank and sort a series of 51 statements. Factor analysis was used to identify identical patterns. The analysis showed that the teachers held four types of dominant beliefs about the effectiveness of science instruction and some common feature which have potential to influence educational process. Teachers concentrate on covering the content even if they declare the importance of personal construction, feel responsible for students’ learning and its outcomes. Despite stressing the activity of the students, the teachers did not emphasize particular science process skills and scaffolding process. The findings of the study suggest that systematic trainings focused on the nature of science and the scaffolding process would be beneficial for teachers in all identified factors.
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Arfiani, Yuni, und Mobinta Kusuma. „THE DEVELOPMENT OF BASIC CONCEPT SCIENCE MODULE WITH SETS (SCIENCE ENVIRONMENT TECHNOLOGY SOCIETY) VISION BASED ON SCIENCE LITERACY“. Jurnal Pendidikan Matematika dan IPA 10, Nr. 2 (19.07.2019): 152. http://dx.doi.org/10.26418/jpmipa.v10i2.29845.
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This study aims to determine the validity and level of readability of the Basic Concepts Science module with SETS vision (Science, Environment, Technology, Society) based on Science Literacy. Testing the validity of the module in this R & D (Research and Development) uses content validity and construct validity tests, while testing the readability level of the module using the crossing test technique. The results of the study show the level of validity of the modules developed is included in the category of very high validity so that the module can be used. Meanwhile, the results of the module readability level test show that the Basic Concepts Science Module Based on Science Literacy SETS developed in the category is quite easy to understand and ideal for use in learning.
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Heleri, Heleri, Risya Pramana Situmorang und Lusiawati Dewi. „The Development of Free Inquiry Lab-Based Students’ Worksheet to Increase the Dimension in Science Literacy Process“. JPI (Jurnal Pendidikan Indonesia) 8, Nr. 2 (13.08.2019): 188. http://dx.doi.org/10.23887/jpi-undiksha.v8i2.17573.
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This research aimed at 1) developing and producing feasible free inquiry lab-based students’ worksheet to increase the dimension in students’ science literacy process and 2) examining the effectivity of free inquiry lab-based students’ worksheet in increasing the dimension in students’ science literacy process. This research was conducted using research and development method. The students of XI MIPA SMA Kristen 1 Salatiga were the subject of this research. This research was conducted in the first semester of 2018-2019 academic year. The validation questionnaire and students’ response, the observation sheet of dimension process and learning model implementation, and science literacy question sheet were the research instrument covered in this research. The hypothesis test was conducted using paired-sample t-test. The result of this research revealed that 1) the developed free inquiry lab-based students’ worksheet was feasible based on the assessment result from the professional validator with the average 80.19% and the students’ response was very good towards the worksheet with the assessment average 82.49%. 2) The free-inquiry lab students’ worksheet was effective in increasing students’ dimension in science literacy process in plant tissue topic, which was supported with the average of students’ dimension of science literacy process 87.71% (very good) and the students’ N-Gain was 0.7 (very good). It was proved by the paired samples t-test statistic test with the result 0.00 < 0,05, therefore H0 was rejected, or in the other words, the free inquiry lab-based students’ worksheet was effective in increasing the dimension in science literacy process.
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Rusilowati, A., S. E. Nugroho und S. M. Susilowati. „DEVELOPMENT OF SCIENCE TEXTBOOK BASED ON SCIENTIFIC LITERACY FOR SECONDARY SCHOOL“. Jurnal Pendidikan Fisika Indonesia 12, Nr. 2 (30.10.2016): 98–105. http://dx.doi.org/10.15294/jpfi.v12i2.4252.
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The purpose of this research is to develop scientific literacy-based science text books and to determine the characteristics, validity, readability, as well as the effectiveness of the textbooks.The study started with product development and then continued by feasibility test and readability test. Feasibility test was done with the respondent of lecturer and science teachers of VII, VIII, IX grade at SMP N at Central Java. Readability test used cloze test that filled by VII, VIII, and IX grade students at that schools. The data analysis was done with percentage discription and t-test. The study results in feasibility test showed that the developed literacy science textbook has average score 90,74%. It means the literacy science textbook is suitable. Based on the readability test result, science literacy textbook is easy to learn. The average of score of cloze test was 88,14%. The effectiveness of the developed science textbook was classified as an effective stimulant to increase students scientific literacy.Tujuan penelitian ini adalah mengembangkan buku ajar IPA berbasis literasi sains, menentukan karakteristik, kevalidannya, tingkat keterbacaan, dan keefektifannya. Penelitian pengembangan ini dimulai dengan analisis kebutuhan, penyusunan tema, pengembangan buku ajar, uji kevalidan dan keterbacaan buku yang telah dikembangkan. Validasi dilakukan oleh dosen dan guru IPA kelas VII, VII, IX. Uji validitas, tingkat keterbacaan dan keefektifan buku dilakukan di SMP N di Jawa Tengah. Subjek ujicoba adalah siswa kelas VII, VIII, IX. Teknik analisis data menggunakan deskriptif persentase untuk uji kevalidan dan keterbacaan, dan uji t untuk keefektifan. Hasil validasi menunjukkan seluruh buku yang dikembangkan adalah valid dengan rata-rata skor 90,74% berada pada kategori sangat valid. Skor rata-rata tingkat keterbacaan sebesar 88,14% beradapada kategori mudah dipahami. Buku ajar yang dikembangkan efektif untuk meningkatkan kemampuan literasi sains.
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Kim, So Jung. „Critical Literacy in East Asian Literacy Classrooms“. Perspectives on Global Development and Technology 11, Nr. 1 (2012): 131–44. http://dx.doi.org/10.1163/156914912x620789.
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AbstractIn this non-empirical study I examine the significance of implementing a critical literacy curriculum into East Asia literacy classrooms, focusing on the Korean and the Vietnamese context. Although critical literacy is not a new issue in most countries, no study has been published about critical literacy in East Asia countries. The fundamental goal of this study is to provide a more democratic vision for literacy teaching and learning to teachers, educators and policymakers, especially in East Asia countries. This study will be beneficial not only for teachers in East Asia, but also for Western countries that still need more knowledge to develop appropriate usage of critical literacy throughout the world.
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Scowcroft, Gail, Tina Bishop, Liesl Hotaling, Paula Keener, Janice McDonnell, Cheryl Peach und Peter Tuddenham. „An Ocean Science Education Network for the Decade“. Marine Technology Society Journal 55, Nr. 3 (01.05.2021): 102–3. http://dx.doi.org/10.4031/mtsj.55.3.40.
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Abstract Ocean science education and ocean literacy are overarching components of all Ocean Decade challenges. Educating the next generation of ocean scientists will help achieve Ocean Decade objectives, while increasing public ocean literacy will motivate citizens to engage in the ocean science enterprise. During the UN Ocean Decade, a coordinated flow of information among scientists, educators, policy makers, business leaders, and the public will help guide research priorities in addition to enhancing citizens' ocean literacy. Ocean literacy is about more than the acquisition of ocean science knowledge. It also relates to critical needs for citizens to become responsible in sustainably using the ocean and its resources. Society must gain scientific understanding of the ocean's responses to pressures and make management decisions that are fundamental for sustainable development of its resources. U.S. ocean science education, outreach, and communication initiatives have been greatly expanded since 2002 due to the work of the National Science Foundation-funded, national Centers for Ocean Sciences Education Excellence (COSEE; now the Consortium for Ocean Science Exploration and Engagement) network. The infrastructure established by COSEE is well-poised to take on the establishment of a network of networks to forge U.S. leadership in robust international collaborations in support of Ocean Decade objectives.
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Nutbrown, Cathy, Julia Bishop und Helen Wheeler. „Co-production of family literacy projects to enhance early literacy development“. Journal of Children's Services 10, Nr. 3 (21.09.2015): 265–79. http://dx.doi.org/10.1108/jcs-02-2015-0011.
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Purpose – The purpose of this paper is to report on how early years practitioners worked with the ORIM Framework to support work with parents to promote early literacy experiences. Design/methodology/approach – Co-produced Knowledge Exchange (KE) was used to develop and evaluate work with parents to facilitate their young children’s literacy. Information was gathered in discussion groups, interviews with parents and practitioners and feedback from all the parties involved. Findings – Practitioners and families engaged with each other in the further development of an established literacy programme, and families demonstrated “ownership” of the co-produced knowledge after the end of the project. Research limitations/implications – Project design in co-produced research and KE is necessarily flexible. The focus is on practitioners’ knowledge and ownership of the process, sharing knowledge with parents and enhancing children’s experiences. Practical implications – Practices that can enhance parental engagement in their children’s early literacy are varied and multiple and ORIM can be used flexibly to plan, develop and evaluate innovative and community – (and family –) specific practices. Social implications – Where parents have more knowledge of children’s early literacy development they are in a better position to support them; for learning communities there are implications in terms of future development of work with families to support early literacy development. Originality/value – This paper contributes an original approach to the co-production of research with early years practitioners. It also identifies specific issues around the ethics of ownership in co-produced research.
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Elnica, Nurul, Yennita Yennita und Muhammad Sahal. „DEVELOPMENT OF TEST INSTRUMENTS BASED ON SCIENCE LITERATION IN ENERGY MATERIALS IN LIFE SYSTEM“. Jurnal Geliga Sains: Jurnal Pendidikan Fisika 7, Nr. 1 (24.07.2019): 1. http://dx.doi.org/10.31258/jgs.7.1.1-10.
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Science literacy is the capacity of individuals to use scientific knowledge to be able to make the right decisionsrelated to nature and human interaction. This study aims to produce test instruments based on scientific literacyon energy matter in living systems. The research method used is Research and Development (R & D) using theADDIE (Analysis-Design-Development- Implemtation-Evaluation) development model. The stages of the studybegan with an analysis of the problems of science literacy skills of Indonesian students, then proceeded todevelop indicators of questions based on the PISA 2015 indicators. After the indicators were developed, theywere followed by making questions and question validation by 3 expert validators. Questions that have beenvalidity tested are limited to 31 students. Data obtained from logical validity and limited trials. Then the data isanalyzed descriptively. The results of the analysis of the data obtained are, the validation assessment of scienceliteracy-based test instruments on energy material in living systems by experts is 79.39% with valid validitylevels, while the assessment of limited trials is obtained from the validity of 17 questions declared valid and havevalue reliability of 0.6 with moderate reliability.
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Jonāne, Lolita. „The Didactical Aspects of Integrated Natural Science Content Model for Secondary School Education“. Journal of Teacher Education for Sustainability 9, Nr. 1 (01.01.2008): 45–57. http://dx.doi.org/10.2478/v10099-009-0018-1.
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The Didactical Aspects of Integrated Natural Science Content Model for Secondary School EducationThe main aspects of democratic system of education are a humanistic approach, individualization, and differentiation. Ongoing discussions focus on the best way to teach natural sciences for pupils in humanitarian, social or vocational education programs in the context of sustainable development. For these types of programs, the natural science curriculum should provide all learners with the opportunity to achieve scientific and technological literacy (STL) that is to develop pupils' capacities to function as responsible citizens in the world increasingly affected by science and technologies. This paper highlights specific guidelines for the development of science curricula that are both interdisciplinary and socially relevant. The author emphasizes the context of interaction between human beings, society, and environment. These aspects are introduced in the new school science curriculum of Latvia. The survey of teachers' attitudes towards integrated natural science curriculum and study of pupils' achievements reflects the possibility of promoting scientific literacy of pupils.
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Lina, Yuni Rosa, Helendra Helendra und Fitri Arsih. „Development of Assesment Instrument Based on Scientific Literacy in Digestive System, Additives, and Addictive Substances for Junior High School“. Bioeducation Journal 2, Nr. 2 (31.12.2018): 145–55. http://dx.doi.org/10.24036/bioedu.v2i2.73.
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Success in science education can be seen from the achievement of science literacy learners. The results of the analysis show that the ability of science literacy of learners in Padang City was in low category. This is because the learning process has not been fully support to the development of science literacy skills of learners, especially on the development of science learning assessment instrument. This study aims to produce assessment instruments based scientific literacy on digestive system, additives, and addictive substances for SMP. This research used the research development models by Plomp where consisting of three phase, there are preliminary phase, development or prototype (development or prototyping phase), and assessment phase. The subject were 47 students of SMP Negeri 1 Padang and validator consisted of 3 lecturers of FMIPA. This research resulted in scientific literacy assessment on digestive system, additives, and addictive substances for SMP, those are valid for both logical and empiric, practical in the use for students, high reliability, have good distinguisher, and level of difficulty. Based on logical validity, this scientific literacy assessment declared 80.42% valid by experts. Based on empiric validity, this scientific literacy assessment declared 70.69% valid. Based on practicality, this scientific literacy assessment declared 81,70% by students.
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Cencelj, Zvonka, Boris Aberšek, Andrej Flogie und Metka Kordigel Aberšek. „METACOGNITIVE MODEL FOR DEVELOPING SCIENCE, TECHNOLOGY AND ENGINEERING FUNCTIONAL LITERACY“. Journal of Baltic Science Education 19, Nr. 2 (10.04.2020): 220–33. http://dx.doi.org/10.33225/jbse/20.19.220.
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Science, technology and engineering functional literacy should be developed purposely in the school system – like any other competence, it does not develop spontaneously. For this purpose, a didactic model, the Metacognitive Model for Developing Science, Technology and Engineering Literacy (McM_T&E), was developed. Apart from acquiring knowledge and skills from the field of technology and engineering, the McM_T&E is equally focused on developing functional literacy in the field of technology and engineering, as well as in the field of science, through the development of students’ metacognitive knowledge about reading strategies for reading STE explicatory texts and for reading manufacturing instructions. The McM_T&E was implemented in a Technology and Technique’ (T&T) class, grade six, in Slovenia. Results show that focusing on science, technology and engineering literacy in Technology and Engineering classes by using the McM_T&E model increases the students’ science, technology, and engineering functional literacy, which is a fundamental competence in the 21st century. Keywords: functional literacy, metacognitive didactic model, science functional literacy, technology, engineering functional literacy.
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Compaine, Benjamin M. „Development of a new literacy“. Book Research Quarterly 1, Nr. 1 (März 1985): 36–48. http://dx.doi.org/10.1007/bf02683558.
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Hung, Pi Hsia, Chi Jung Huang, Ya Hsiu Yeh und Kuei Lin Chang. „The Development of an Online Reading Literacy Assessment“. Advanced Materials Research 108-111 (Mai 2010): 838–43. http://dx.doi.org/10.4028/www.scientific.net/amr.108-111.838.
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The purpose of this study is to develop an innovative assessment to explore the characteristics of Taiwanese eighth graders’ online reading literacy. The online reading literacy assessment (ORLA) is designed based on PISA’s Electronic Reading Assessment Framework which contains three reading processes: retrieving information, interpreting information, and reflecting on and evaluating content of texts. There are 176 eighth graders sampled from three schools in Tainan districts. The results indicate that ORLA is a valid but relatively difficult test for most of eighth graders. The internal consistency Alpha is .65. The correlation coefficient between ORLA and the computerized reading comprehension test (CRCT) is .51. In other words, online reading literacy is reasonably independent from reading comprehension. The tasks of online searching and integrating different sources of information are functioning differently from the conventional reading tasks. The correlation coefficients between ORLA and the school grades of five subjects (English, Science, Mathematics, Social Science, and Chinese) ranged from .36 to .54. The pattern of correlation coefficients demonstrates sensible supporting evidences for the convergent and discriminant validity.
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Repanovici, Angela, Cristina Salcă Rotaru und Cristinel Murzea. „Development of Sustainable Thinking by Information Literacy“. Sustainability 13, Nr. 3 (26.01.2021): 1287. http://dx.doi.org/10.3390/su13031287.
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Developing the sustainable thinking of students is an important preoccupation of specialists, teachers, and civil society. Information literacy represents the development of students’ skills to search, identify, evaluate, and ethically use scientific information. Is there a connection between sustainable thinking (ST) and information literacy (IL)? Through a scientometric study in the Web of Science (WOS) database, the authors identify clusters of keywords, analyze the articles identified in WOS, and identify the main research directions and the existing concepts. At the same time, a qualitative research study is performed regarding the opinions of students who participated in the IL class. By corroborating and interpreting the results obtained by the two previously mentioned research, the authors demonstrate a close correlation between the two, thus creating an extended map of these concepts, a limited map of the concepts used, and a theoretical map of the concepts. The connection between information literacy and the development of ST is demonstrated, thus creating the premise for a new research direction.
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Zahro, Umi Roufatuz, Woro Sumarni und Suharto Linuwih. „The Development of Test Instruments to Measure the Science Literation Skills of Junior High School Students in Global Warming Themes“. Journal of Innovative Science Education 9, Nr. 3 (05.04.2021): 17–27. http://dx.doi.org/10.15294/jise.v9i1.37431.
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The progress of science and technology in various countries has accelerated toward the 21 century. The measurement of scientific literacy is very important to find out the extent to which students have been literated in science as an effort to improve the quality of education in Indonesia. The preparation of test instruments based on scientific literacy is an effort to measure the literacy skills of students in the field of science. The purpose of this study was to develop a valid, practical and effective science literacy test instrument to measure the scientific literacy skills of students on the theme of global warming. The research method used in this study was the method of Research and Development (R & D) with the research design of ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The final product in this research development is a scientific literacy-based test instrument to measure the scientific literacy skill of students that have been declared valid and feasible by experts and is valid in the content, in the form of 20 reasonable multiple-choice questions that are tailored to the indicators of the scientific literacy, complete with a grid of questions, answer keys, and bibliography. Based on the results, it is concluded that the validity of the test instruments received an average percentage of 79.99% and was included in the category of valid and feasible to use. The practicality of the test instrument is in the very practical category seen based on the results of student responses by 87.5% and teacher responses by 94.23%. The effectiveness of the test instrument is in the effective category, Since this studycan reveal or position the scientific literacy skills of students into three criteria items, namely high, medium, and low, it can be used as input and thought contribution in an effort to improve the quality of making the test instruments to measure the skill of scientific literacy on the theme of global warming.
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Begley, Andrea, Ellen Paynter und Satvinder Dhaliwal. „Evaluation Tool Development for Food Literacy Programs“. Nutrients 10, Nr. 11 (02.11.2018): 1617. http://dx.doi.org/10.3390/nu10111617.
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Food literacy is described as the behaviours involved in planning, purchasing, preparing, and eating food and is critical for achieving healthy dietary intakes. Food literacy programs require valid and reliable evaluation measures. The aim of this paper is to describe the development and validation of a self-administered questionnaire to measure food literacy behaviours targeted by the Food Sensations® for Adults program in Western Australia. Validity and reliability tests were applied to questionnaire item development commencing with (a) a deductive approach using Australian empirical evidence on food literacy as a construct along with its components and (b) adapting an extensively-tested food behaviour checklist to generate a pool of items for investigation. Then, an iterative process was applied to develop a specific food literacy behaviour checklist for program evaluation including exploratory factor analysis. Content, face, and construct validity resulted in a 14-item food behaviour checklist. Three factors entitled Plan & Manage, Selection, and Preparation were evident, resulting in Cronbach’s alpha 0.79, 0.76, and 0.81, respectively, indicating good reliability of each of these factors. This research has produced a validated questionnaire, is a useful starting point for other food literacy programs, and has applications globally.
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Sinikara, Kaisa, und Leena Järveläinen. „Information literacy development in Finland“. Library Review 52, Nr. 7 (Oktober 2003): 333–39. http://dx.doi.org/10.1108/00242530310487434.
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Tsatsou, Panayiota. „Literacy and training in digital research: Researchers’ views in five social science and humanities disciplines“. New Media & Society 20, Nr. 3 (16.01.2017): 1240–59. http://dx.doi.org/10.1177/1461444816688274.
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This article examines the views of researchers in five social science and humanities disciplines on their digital literacy and the training they need or have undertaken. Theoretically, this article draws upon two competing conceptualisations of digital literacy: digital literacy as ‘user skills’ and digital literacy as ‘user–technology interactivity’. Empirically, it suggests that social science and humanities researchers’ understandings and evaluations of their digital literacy unfold at two levels – the factual and the perceptual – and involve not only (technical) skills but also user experiences, emotions and complex processes of learning, practising and self-development when interacting with technology. Furthermore, researchers challenge the value of generic institutional training for literacy enhancement and envision the development of informal communities of experience exchange and knowledge-sharing across the research community. These findings lead to recommendations on training provision and support the conceptualisation of digital literacy as a process where user interactivity with technology results in certain experiences, reflections and lessons, rather than merely reflecting users’ technical skills.
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Fitria, Mariana, und Asih Widi Wisudawati. „The Development of Ethnoscience-Based Chemical Enrichment Book as a Science Literacy“. International Journal of Chemistry Education Research 2, Nr. 1 (19.02.2018): 50–59. http://dx.doi.org/10.20885/ijcer.v2i1.10083.
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ABSTRACT: This study aims to examine the characteristics and quality of chemical enrichment books based on ethnosciences as a source of science literacy learners. The research method used is Research and Development. Data collection using questionnaire method. Data analysis is done quantitatively and qualitatively. The result of research is in the form of chemical enrichment book based on ethnoscience with characteristics: (1) A5 print media, (2) raised 4 Javanese cultural themes especially Yogyakarta area consisting of Batik, Wayang Kulit, Merapi, and Dagger themes, (3) the theme in general, the transformation of science from indigenous science to scientific science, and the renewal steps that can be made based on the existing environmental or social facts in the theme, (4) developed by containing affective, cognitive, andpsychomotor domains. Assessment is performed using an assessment instrument that refers to the instrument B1 of the Center for Curriculum and Bookkeeping. Assessment by material experts, media experts, cultural experts, chemistry teachers, and students' responses were 83.33%, 90.9%, 60%, 84.30%, and 90%, respectively, with Good category (B), Very Good (SB), Enough (C), Very Good (SB), and Good (B), thus this chemical enrichment book deserves to be a source of science literacy by students
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Fitria, Mariana, und Asih Widi Wisudawati. „The Development of Ethnoscience-Based Chemical Enrichment Book as a Science Literacy“. International Journal of Chemistry Education Research 2, Nr. 1 (19.02.2018): 50–59. http://dx.doi.org/10.20885/ijcer.vol2.iss1.art8.
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ABSTRACT: This study aims to examine the characteristics and quality of chemical enrichment books based on ethnosciences as a source of science literacy learners. The research method used is Research and Development. Data collection using questionnaire method. Data analysis is done quantitatively and qualitatively. The result of research is in the form of chemical enrichment book based on ethnoscience with characteristics: (1) A5 print media, (2) raised 4 Javanese cultural themes especially Yogyakarta area consisting of Batik, Wayang Kulit, Merapi, and Dagger themes, (3) the theme in general, the transformation of science from indigenous science to scientific science, and the renewal steps that can be made based on the existing environmental or social facts in the theme, (4) developed by containing affective, cognitive, andpsychomotor domains. Assessment is performed using an assessment instrument that refers to the instrument B1 of the Center for Curriculum and Bookkeeping. Assessment by material experts, media experts, cultural experts, chemistry teachers, and students' responses were 83.33%, 90.9%, 60%, 84.30%, and 90%, respectively, with Good category (B), Very Good (SB), Enough (C), Very Good (SB), and Good (B), thus this chemical enrichment book deserves to be a source of science literacy by students
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Subban, Jennifer E. „Adult Literacy Education and Community Development“. Journal of Community Practice 15, Nr. 1-2 (22.08.2007): 67–90. http://dx.doi.org/10.1300/j125v15n01_04.
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WHITE, JACOB, DENISE SHOCKLEY, MARGARET HUTZEL und NATALIE WILSON. „Interdisciplinary Professional Development for Teaching Science and Reading“. Ohio Journal of Science 114, Nr. 2 (08.07.2014): 2. http://dx.doi.org/10.18061/ojs.v114i2.4391.
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Because instructional demands in literacy in the lower grades often limit instructional opportunities in other areas, including science, interdisciplinary approaches to training science educators are of current interest. This article describes the structure and impact of professional development activities for elementary and middle school teachers within a rural Ohio public school district (Gallia County Local) that aimed to address needs in both science and literacy. All teachers (n = 39) of grades three through eight who taught science and/or reading, including special education teachers, received targeted training on Earth & Space Science content and pedagogy and on strategies for teaching non-fiction reading within the science curriculum. Additional professional development was provided through one-on-one academic coaching sessions with teachers in their respective classrooms. Pre- and post-training teacher surveys were compared using a Wilcoxon signed-ranks test to determine statistical significance (α = 0.05) of any observed differences. The results indicate significant changes in instructional practices of participating teachers in several key areas, including increased usage of nonfiction reading (p = 0.04) and differentiated instructional practices within the science curriculum (p = 0.05). Comparison of student achievement scores on selected components of state-level assessments in reading and science also suggest a positive impact of the professional development in some areas. An increase in student proficiency in informational text and Earth & Space Science was observed after teachers received the training compared to the year prior to the training.
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Kiryukhin, M. M. „Science literacy and Stem. Who is the boss?“ Science, technologies, innovation, Nr. 2(18) (2021): 3–7. http://dx.doi.org/10.35668/2520-6524-2021-2-01.
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Science literacy, science popularization and STEM were analyzed as the structural elements on popular science landscape. Author considers audience, tools and other specific features for each of these elements. Modified definitions are suggested for simplification of further analysis. It was shown that starting from 21st Century science literacy and science popularization can be considered as two separate elements with different objectives and different audience. One more conclusion is the following. Public funding is the mandatory requirement for sustainable development of science literacy. The joint project was proposed for acceleration of World Organization on Science Literacy creation. The essence of this project is to create, print and distribute joint textbook “Create yourself by use your own tale” for increasing children creativity. The book should be adapted to the features of up to 10 countries.
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Reddy, Pritika, Bibhya Sharma und Kaylash Chaudhary. „Digital Literacy“. International Journal of Technoethics 11, Nr. 2 (Juli 2020): 65–94. http://dx.doi.org/10.4018/ijt.20200701.oa1.
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Information and communication technologies (ICT) along with the internet have fueled advancements and growth in banking, transportation, economics, and most of all in education in the 21st century. The 21st century citizens are provided with new opportunities that have been created with the advancement of ICT. Hence, individuals need a wide range of abilities, competencies, and skills to adapt to the technological era. This paper provides a literature review of the growing importance of ICT, its wide array of usage, and its influence on various facets of people's daily lives. In addition, the emerging concept of digital literacy through ICT developments, contribution of digital literacy towards the achievement of sustainable development goals, contribution of ICT towards the development of various sectors particularly the education sector, and the work done in this area of digital literacy are summarised. The paper concludes with three new models of digital literacy: four gear model, model for flexible learning, and a model showing the impact of ICT on the learning process.
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Černý, Michal. „DISCURSIVE FORMED TOPICS IN INFORMATION LITERACY: LITERATURE REVIEW AND HIGH SCHOOL STUDENTS' PERSPECTIVES“. Problems of Education in the 21st Century 79, Nr. 4 (10.08.2021): 516–43. http://dx.doi.org/10.33225/pec/21.79.516.
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Information literacy is a critical topic in contemporary pedagogy and information science, it is ranked among the essential competencies for the 21st century, and in recent years, it has received increasing research interest. The problem, however, is that the research is focused mainly on primary and university (college) contexts and only rarely analyses secondary school settings. This paper, therefore, focuses on a group of high school students and on whether the literature's idea of their needs corresponds to their actual needs. Based on the analysis of 32 documents indexed in the Scopus and Web of Science databases, the paper identifies seven significant discursive areas addressed in the literature, both theoretically and empirically. These are the relationship of libraries and librarians to the development of information literacy, information evaluation, the relationship of information literacy and learning competencies, connection with other competencies, emphasis on constructivist approach, the social dimension of information literacy and its possible use for self-actualization. These topics form a specific research discourse, which they set out. In the second phase of the research, focus groups (8 groups in 4 schools, 41 students) on information literacy are studied through the seven essential discourses mentioned. Although our sample lacked reflections on the relationship between the library and high school students, the remaining six fundamental discourses appeared in the testimonies of high school students (Libraries and librarians, evaluation of information, learning competencies, connection with other literacy, constructivist approach, the social dimension of information literacy, information literacy as a means of self-actualization). The findings show that the main difference between literary discourse and student responses is in the perception of libraries as centres of information literacy development and that students prefer the school or their teachers in their place. Keywords: focus groups, information evaluation, information literacy, media literacy, overview study
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Johnston, Ronald. „17. Science Education and Education for Citizenship and Sustainable Development“. Collected Essays on Learning and Teaching 4 (13.06.2011): 107. http://dx.doi.org/10.22329/celt.v4i0.3281.
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In the United Kingdom (UK) and Europe, the need for education for sustainable development and global citizenship has recently been emphasised. This emphasis has arguably found its major home in the social studies in higher education. Concurrently, there has been a decline in interest in ‘the sciences’ as evidenced by a reduction in the number of students undertaking science degrees. It is proposed that basic scientific literacy is essential for effective education and participation in society’s decision making processes associated with many socio-scientific issues. This paper considers the challenges facing science teaching as an essential component of education for sustainable development and global citizenship. The results of a survey of students in Wales where this is compulsory and in France where it is optional are referred to as indicators of the effectiveness and challenges and the role of science teaching in this context.
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Jufri, A. Wahab, Agus Ramdani, Jamaluddin Jamaluddin und Afriana Azizah. „Development of Scientific Literacy and Pedagogical Content Knowledge (PCK) of Prospective Science Teachers through Lesson Study-Based Courses“. Jurnal Penelitian Pendidikan IPA 5, Nr. 2 (21.05.2019): 179. http://dx.doi.org/10.29303/jppipa.v5i2.235.
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Lesson Study has been adopted as an effort to improve the quality of education in many countries. Scientific literacy and pedagogical content knowledge (PCK) are two indicators of quality education which most agree are important considerations for science teachers This research has been undertaken by following a lesson study-based action research intervention. The objectives were to analyze its effects on development of prospective science teacher (PST) scientific literacy and PCK indicators. Research subjects were 32 fourth semester PSTs enrolled in Strategies for Teaching Biology course. The research was conducted in three cycles with a plan-do-see phase in each cycle. The data were obtained from PSTs’ tasks and analyzed by comparing the mean score gained for two indicators of scientific literacy and three indicators of students’ PCK. Results of this study indicates that the mean scores gained in each indicator of scientific literacy and PCK were higher in the third and second cycles of lesson study when compared to the first cycle. Therefore it can be concluded that implementing lesson study based action research brought about improvement the PSTs’ scientific literacy and PCK, as well as the quality of teaching and learning processes. Key words: lesson study, scientific literacy, pedagogical content knowledge
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Bhattacharyya, Jnanabrata. „Toward a Community Development Approach to Literacy“. Community Development Society. Journal 22, Nr. 2 (September 1991): 84–98. http://dx.doi.org/10.1080/15575339109489942.
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Saha, Sanat Kumar. „Literacy and development in South Asia“. Contemporary South Asia 5, Nr. 3 (November 1996): 263–87. http://dx.doi.org/10.1080/09584939608719796.
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