Dear fellow RG members, let me share with you this quote from Ayala (1996) "Scientific literacy involves this functionality, namely the ability to respond intelligently to technical questions that arise in our daily lives and in the world. world of political action ".
I am pleased to invite the community of researchers who are members of RG to interact on the concept of “scientific literacy”.
Ayala F.J. Basic science culture. World Science Report. UNESCO, Paris, 1996.
Because adult students show an interest in specialized academic training, child students are more interested in establishing relationships with their peers and doing their homework. In my opinion, there are also cognitive differences that make adult students construct concepts that represent great conceptual complexity, for child students. They are definitely students with cognitive developments.
Scientific literacy implies building concepts in certain sciences with a high level of abstraction, also explaining certain phenomena from physical laws, assuming the learning of the metalanguage of each particular science.
Scientific literacy is the ability to apply your knowledge to real life. Students are required to apply the knowledge they have learned at school to social life...it's Ok...
Dear Prof. Evens Emmanuel, scientific literacy is the general understanding of scientific concepts and processes required for company decision making and economic productivity.
It includes specific types of abilities such as numerical reasoning skills and analyzing data among others. These 2 are the most needed.
Dear Dr Wilmer Lopez, your contributions to this discussion are greatly appreciated. Thank you for your replies.
Dear Professor Pedro L. Contreras E., your contribution to this discussion is greatly appreciated. Thank you for your reply.
Dear Dr Rosyid Althaf, your contribution to this discussion is greatly appreciated. Thank you for your reply.
Scientific literacy does mean that we do understand that we can apply the scientific method to all repeatable events (medical diseases, economic crisis, mental health problems), i.e. any religious belief cannot be tested by science, it is a pure matter of faith and practiced ethics.
For the subject like Science Literacy it should be viewed in the line with the student of science , students reading for research & also for the student joining the program may help quite good justification for the concept of Science Literacy
This is my personal opinion
Learning scientific literacy by utilizing the environment, students who carry out activities outside the classroom through direct observation. Through direct observation of the environment, students can identify questions, conduct experiments and conclude experiments based on what they observe. The environment helps students to learn in a real (contextual) manner and to realize the things learned in textbooks or text. Learning scientific literacy by utilizing the environment can be applied in all science materials, be it material about living things, heat, style, etc. By utilizing the environment as a source of science learning, students will have a better understanding of scientific literacy.
Dear Dr Stephen I. Ternyik, your contribution to this discussion is greatly appreciated. Thank you for your reply.
Dear Dr Rohit Manilal Parikh, your contribution to this discussion is greatly appreciated. Thank you for your reply.
Article A writing science framework designed to enhance science literacy
Article Scientific Literacy: A Conceptual Overview
In this review of the published literature in English on the concept of scientific literacy, the net is cast wider than just the professional science education community, and the diverse works on scientific literacy are brought together in an interpretative synthesis of this literature. Scientific literacy is first placed in an historical context, and a number of different factors that influence interpretations of this concept are discussed thereafter. These factors include the number of different interest groups that are concerned with scientific literacy, different conceptual definitions of the term, the relative or absolute nature of scientific literacy as a concept, different purposes for advocating scientific literacy, and different ways of measuring it. The overview yields a fuller understanding of the various factors that contribute to the concept of scientific literacy, and makes clear the relationships between these factors. © 2000 John Wiley & Sons, Inc. Sci. Ed84:71–94, 2000 (Laugksch, 1999).
Article Critical Science Literacy: What Citizens and Journalists Nee...
Increasing public knowledge of science is a widely recognized goal, but what that knowledge might consist of is rarely unpacked. Existing measures of science literacy tend to focus on textbook knowledge of science. Yet constructing a meaningful list of facts, even facts in application, is not only difficult but less than satisfying as an indicator of what people actually know—or need to know—as citizens. Revisiting this concept from a more sociological perspective yields a rather different concept that is here termed “critical science literacy.” The implications of this reconsideration for thinking about citizen perspectives, for the work of science journalists and other professional interpreters, and for the design and evaluation of new approaches to science communication are explored (Priest, 2014).
https://www.ncbi.nlm.nih.gov/books/NBK396086/
Science Literacy: Concepts, Contexts, and Consequences.
https://www.tandfonline.com/doi/abs/10.1111/j.1469-5812.1988.tb00143.x?journalCode=rept20
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/Pages/introduction_to_literacy_in_science.aspx
Scientific literacy and literacy in science
https://www.aaas.org/programs/project-2061/reading-science-literacy
Reading for Science Literacy
Scientific literacy implies that a person can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed.
Evens Emmanuel
Science literacy is important because it provides a context for addressing societal problems, and because a science-literate populace can better cope with many of its problems and make intelligent and informed decisions that will affect the quality of their lives and those of their children.
Evens Emmanuel
Dear Professor,
In India, for thousands of years the word 'science' has been defined as a branch of systematic and organized study. 'Scientific literacy' has been defined as the knowledge required for looking at anything from a scientific viewpoint. Thus, the word 'scientific literacy' has a very broad meaning in the context of this country. If I am studying the character analysis of a historical character, then also the knowledge required to do so can be called 'scientific literacy'.
Thank you,
Best regards,
Anamitra.
Dear Dr Anmar Aldewachi, your contribution to this discussion is greatly appreciated. Thank you for your reply.
Dear Dr Nirmala S.V.S.G, your contribution to this discussion is greatly appreciated. Thank you for your reply.
Dear Dr Omkar Singh Kushwaha, your contribution to this discussion is greatly appreciated. Thank you for your reply.
Please have a look at the following link that has discussed on "Science Literacy: Concepts, Contexts, and Consequences":
https://www.ncbi.nlm.nih.gov/books/NBK396093/
Scientific literacy is not limited to understanding and knowledge of scientific concepts. More than that, scientific literacy consists of four domains, namely the context domain, scientific competence, scientific knowledge and attitudes towards science. These four domains of scientific literacy must be owned by today's generation as a provision for facing increasingly rapid technological developments.
It is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. And it has a very large prevalence now a days
Thanks for raising such important issue about " science literacy "
We need to focus on a broad classes of Literacy, science literacy might be the core!
Dear Dr Harasit Kumar Paul, your contribution to this discussion is greatly appreciated. Thank you for your reply.
Dear Dr Rosyid Althaf, your contribution to this discussion is greatly appreciated. Thank you for your reply.
Dear Dr Raya Al-Naimi, your contribution to this discussion is greatly appreciated. Thank you for your reply.
Dear Dr Mohamed Salaheldin, your contribution to this discussion is greatly appreciated. Thank you for your reply.
In the National Science Education Standards, the content standards define scientific literacy. ... Scientific literacy implies that a person can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed.Mar 17, 20
In the National Science Education Standards, the content standards define scientific literacy. ... Scientific literacy implies that a person can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed
Dear Dr Ahmed Hasan Sahib Al-Battat, your contribution to this discussion is greatly appreciated. Thank you for your reply.
Many thanks dear Dr Ahmed Hasan Sahib Al-Battat for your kind contributions and support.
I think it is a process of knowledge construction that implies using certain deep processing strategies (cognitive and/or metacognitive), since scientific concepts and language require a certain level of abstraction for their understanding and learning.
Dear Dr Wilmer Lopez, your contribution to this discussion is greatly appreciated. Thank you for your reply.
Article PISA 2006: An assessment of scientific literacy
Abstract
This article introduces the essential features of the science component of 2006 Program for International Student Assessment (PISA). Administered every 3 years, PISA alternates emphasis on Reading, Mathematics, and Science Literacy. In 2006, PISA emphasized science. This article discusses PISA's definition of scientific literacy, the three competencies that constitute scientific literacy, the contexts used for assessment units and items, the role of scientific knowledge, and the importance placed on attitude toward science. PISA 2006 included a student test, a student questionnaire, and a questionnaire for school administrators. The student test employed a balanced incomplete block design involving thirteen 30‐minute clusters of items, including nine science clusters. The 13 clusters were arranged into thirteen 2‐hour booklets and each sampled student was assigned one booklet at random. Mean literacy scores are presented for all participating countries, and the percentages of OECD students at the six levels of proficiency are given for the combined scale and for the competency scales. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 865–883, 2009
Bybee, R., McCrae, B., & Laurie, R. (2009). PISA 2006: An assessment of scientific literacy. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(8), 865-883.
https://www.tandfonline.com/doi/abs/10.1080/03057260108560168?journalCode=rsse20
The Assessment of Scientific Literacy in the OECD/PISA Project
Article Assessment of scientific literacy: Development and validatio...
Abstract
We describe the development and validation of the Quantitative Assessment of Socio‐scientific Reasoning (QuASSR) in a college context. The QuASSR contains 10 polytomous, two‐tiered items crossed between two scenarios, and is based on theory suggesting a four‐pronged structure for SSR (complexity, perspective taking, inquiry, and skepticism). In the context of pre‐post measurement within a 1‐week SSI‐based unit on fracking, we found that the four sub‐constructs represent a one‐dimensional progression of ideas, and that SSR is largely independent of declarative knowledge. In the validation process, we discovered small inconsistencies in item functioning between scenarios in the areas of complexity and perspective‐taking, but determined that resulting biases sat well within the uncertainty in students’ measures. In light of future development and use of the QuASSR, we determined that use of a single scenario is sufficient to produce a measurement reliability of 0.7. Given the time it takes for students to complete a scenario, we consider a 3‐scenario QuASSR, and its accompanying measurement precision of 0.85, to be the practical upper precision limit of the QuASSR when used in experimental contexts. Finally, we found no significant change in SSR due to the SSI‐based intervention. This mirrors prior reports of short‐duration interventions targeting SSR. Our data suggest that as a cognitive construct underpinned by political, moral, and ethical ideologies around SSI, successful efforts to facilitate growth must target SSR as a central focus upon which more basic content knowledge is contextualized, so that sufficient instructional duration can be given to this important construct. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 274–295, 2017
Romine, W. L., Sadler, T. D., & Kinslow, A. T. (2017). Assessment of scientific literacy: Development and validation of the Quantitative Assessment of Socio‐Scientific Reasoning (QuASSR). Journal of Research in Science Teaching, 54(2), 274-295.
Article A critical examination of PISA's assessment on scientific literacy
Abstract
The OECD “Programme for International Student Assessment” or (PISA) is one of the largest-scale international efforts that have been launched to assess students’ scientific literacy. Such an international assessment would likely exert a profound impact on the science education policies of the participating countries/regions, including Hong Kong. This paper sets out to examine critically how scientific literacy has been assessed by PISA through analyzing its assessment frameworks and released sample items. It was found that the PISA 2000 and 2003 assessments of science have used a narrower definition of scientific literacy, as compared to that of PISA 2006 and what scientific literacy was construed for science education. However, even PISA 2006 appears to be more valid in its assessment framework, its validity was also called into question when the sample items for the trial study were examined. Knowledge about science was found largely about the processes of science, rather than the nature of science as described in the assessment framework. Besides, it intertwined with knowledge of science in a hidden manner. The application of knowledge of science in novel, real-life situations was also jeopardized because of the issue of curricular relevance. Besides these major problems, the article has discussed the problems with the concept of scientifically investigable questions and identifying research question of an investigation. Overall, the findings raised concern over what the PISA’s measure of scientific literacy actually means.
Lau, K. C. (2009). A critical examination of PISA’s assessment on scientific literacy. International Journal of Science and Mathematics Education, 7(6), 1061.
Scientific literacy or science literacy encompasses written, numerical, and digital literacy as they pertain to understanding science, its methodology, observations, and theories.
https://pubs.rsc.org/en/content/articlehtml/2006/rp/b6rp90011a
This study investigated the attainment of chemical literacy among 10th-12th grade chemistry students in Israel. Based on existing theoretical frameworks, assessment tools were developed, which measured students’ ability to: a) recognize chemical concepts as such (nominal literacy); b) define some key-concepts (functional literacy); c) use their understanding of chemical concepts to explain phenomena (conceptual literacy); and d) use their knowledge in chemistry to read a short article, or analyze information provided in commercial ads or internet resources (multi-dimensional literacy). It was found that students improve their nominal and functional literacy; however, higher levels of chemical literacy, as defined within these frameworks, are only partly met. The findings can be helpful in the process of designing new curricula, and emphasizing certain instructional strategies in order to foster chemical literacy. [Chem. Educ. Res. Pract., 2006, 7 (4), 203-225]
Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2006). The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school students. Chemistry Education Research and Practice, 7(4), 203-225.
Article Scientific literacy, PISA, and socioscientific discourse: As...
Abstract
In this article, we explore the Programme for International Student Assessment (PISA) with a lens informed by the socioscientific issues (SSI) movement. We consider the PISA definition of scientific literacy and how it is situated with respect to broader discussions of the aims of science education. We also present an overview of the SSI framework that has emerged in the science education community as a guide for research and practice. We then use this framework to support analysis of the PISA approach to assessment. The PISA and SSI approaches are seemingly well aligned when considering general aims. Both approaches emphasize preparing students for life and citizenship, complex reasoning and reflective practices, and robust understandings of the nature of science particularly as it is practiced in society. However, as the focus of comparison moves from the conceptual to more specific, the connections between PISA and the SSI movement become more tenuous. For instance, many of the PISA test items, at least those that have been released publicly, seem quite removed from the intent of the SSI movement. The article concludes with a discussion of recent trends in research associated with SSI, which may provide alternative avenues for assessing progressive aims of science education. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 909–921, 2009
Sadler, T. D., & Zeidler, D. L. (2009). Scientific literacy, PISA, and socioscientific discourse: Assessment for progressive aims of science education. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(8), 909-921.
https://eric.ed.gov/?id=EJ1115684
Developing an Instrument of Scientific Literacy Assessment on the Cycle Theme
The purpose of this study is to develop scientific literacy evaluation instrument that tested its validity, reliability, and characteristics to measure the skill of student's scientific literacy used four scientific literacy, categories as follow:science as a body of knowledge (category A), science as a way of thinking (category B), science as a way of investigating (category C), and the interaction between science, technology, and society (category D). The subjects of this developing study were 9th grade student of junior high school in Kudus. Validity test is done by the content, construct, and concurrent validation. Reliability testing is done by calculating a reliability coefficient "r". Characteristics tested by determining the level of difficulty, distinguishing features, and the proportion or ratio of scientific literacy category in the instrument. Profile of scientific literacy ability is determined by measuring students' mastery of scientific literacy. The result of reliability test is the price of"r" at first trial is 0.59 and the last trial is 0.74. Validity test results indicate that the instrument meets the content, construct, and concurrent validity with valid, very valid, and valid category. Characteristics of evaluation instruments developed shows that the instrument has a level of difficulty that the proportion of about 13% easy, 67% about the medium, and 20% about the difficult. The results of the analysis of discrimination power combined with a level of difficulty and obtained 5 items with poor quality and should be discarded. Comparison category A: B: C: D is 7: 2: 3: 3. Profile of literacy skills mastery of science shows that scientific literacy is still low at below 50% for all categories. Evaluation instruments developed meet the content validity, construct, and alignment with valid, very valid, and valid criteria.
Rusilowati, A., Kurniawati, L., Nugroho, S. E., & Widiyatmoko, A. (2016). Developing an Instrument of Scientific Literacy Assessment on the Cycle Theme. International Journal of Environmental and Science Education, 11(12), 5718-5727.
Evens Emmanuel
Article Scientific Literacy: Conceptual Overview, Importance and Str...
I think that it implies that the student must acquire certain competences, which allow him to give explanations to certain phenomena based on scientific principles and laws.
Dear Dr Neda Ravankhah
, your contribution to this discussion are greatly appreciated. Thank you for your replies.
Dear Dr NNirmala S.V.S.G, your contribution to this discussion is greatly appreciated. Thank you for your reply.
Dear Dr Nirmala S.V.S.G, your contribution to this discussion is greatly appreciated. Thank you for your reply and for sharing the link.
Dear Dr Wilmer Lopez , your contribution to this discussion is greatly appreciated. Thank you for your reply.
Dear Yolette Jerome, your contribution to this discussion is greatly appreciated. Thank you for your reply.
It is an inherent nature of humans !
Without it, there must not be any concept of civilization ?
Dear Omkar Singh Kushwaha, your contribution to this discussion is greatly appreciated. Thank you for your reply.
Dear colleagueMagline Alexis, let me thank you again for your collaboration and support for your contributions to this discussion.
Scientific literacy or science literacy encompasses written, numerical, and digital literacy as they pertain to understanding science, its methodology, observations, and theories. Scientific literacy is chiefly concerned with an understanding of the scientific method, units and methods of measurement, empiricism and understanding of statistics in particular correlations and qualitative versus quantitative observations and aggregate statistics, as well as a basic understanding of core scientific fields, such as physics, chemistry, biology, ecology, geology and computation. https://en.m.wikipedia.org/wiki/Scientific_literacy
Scientific literacy is the ability to engage with science-related issues, and with the ideas of science, as a reflective citizen. A scientifically literate person, therefore, is willing to engage in reasoned discourse about science and technology which requires the competencies to:
Explain phenomena scientifically – recognize, offer and evaluate explanations for a range of natural and technological phenomena.
Evaluate and design scientific inquiry – describe and appraise scientific investigations and propose ways of addressing questions scientifically.
Interpret data and evidence scientifically – analyze and evaluate data, claims and arguments in a variety of representations and draw appropriate scientific conclusions.
https://en.m.wikipedia.org/wiki/Scientific_literacy
Scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. A scientifically literate person is defined as one who has the capacity to:
Understand, experiment, and reason as well as interpret scientific facts and their meaning.
Ask, find, or determine answers to questions derived from curiosity about everyday experiences.
Describe, explain, and predict natural phenomena.
Read articles with understanding of science in the popular press and engage in social conversation about the validity of the conclusions.
Identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed.
Evaluate the quality of scientific information on the basis of its source and the methods used to generate it.
Pose and evaluate arguments based on evidence and to apply conclusions from such arguments appropriately
https://en.m.wikipedia.org/wiki/Scientific_literacy
Scientific literacy involves the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. It also includes specific types of abilities. https://www.nap.edu/read/4962/chapter/4
Dear Dr M.K. Tripathi
, your contribution to this discussion is greatly appreciated. Thank you for your reply.
Dear Dr Chinaza Godswill Awuchi, your contributions to this discussion are greatly appreciated. Thank you for your excellent replies.
Dear Dr Ketty Balthazard-Accou , your contribution to this discussion is greatly appreciated. Thank you for your reply.
«La culture scientifique est un ensemble d’attitudes, de compétences et de connaissances dont les élèves doivent développer. Ceci inclut l’enquête, la résolution de problèmes et le potentiel de prise de décision. Ils doivent aussi apprendre à devenir des apprenants permanents et de maintenir un sentiment d’émerveillement face au monde qui les entoure.»
— Protocole pancanadien pour la collaboration en matière de programmes scolaires,Conseil des ministres de l’Éducation, Canada
«La littératie scientifique renvoie à l’état d’une personne apte à demander, trouver ou déterminer des réponses à des questions qui trouvent leur origine dans la curiosité à l’égard des expériences de la vie courante. La littératie scientifique suppose la capacité de lire et de comprendre des articles à teneur scientifique dans la presse grand public et de prendre part à des conversations dans un contexte social concernant la validité des conclusions. Un citoyen doté de littératie devrait être en mesure […] de formuler et d’évaluer des arguments fondés sur une information probante ainsi que d’appliquer correctement les conclusions découlant de ces arguments.»
— National Research Council, aux États-Unis
https://www.rsststan.ca/litteratie
Chère Yolette Jerome, je vous remercie de votre contribution et du lien partagé.
Science literacy is important. Check out this PowerPoint about "Digital and Science Humor":
La alfabetización científica está relacionada con los conocimientos y habilidades q debe desarrollar un investigador para realizar una actividad científica con la calidad requerida en el área en la q se desarrolla y obtenga resultados válidos y confiables en sus investigaciones.
Arthur Koestler says that there are three types of creativity: Literary (Ah!), Scientific (Ah Ha!), and Humorous (Ha Ha!).
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