Scientific literacy in biology and attitudes towards science in the Chilean education system

References

• Alexander, N. A., and W. Choi. 2015. “Mirando mas alla de las paredes de la escuela.” Education Policy Analysis Archives 23. https://doi.org/10.14507/epaa.v23.1492.
   Google Scholar
• American Association for the Advancement of Science. AAAS. 1993. Project 2061: Benchmarks for Science Literacy. New York: Oxford University Press. http://www.project2061.org/publications/bsl/online/index.php.
   Google Scholar
• Archer, L., J. DeWitt, J. Osborne, J. Dillon, B. Willis, and B. Wong. 2012. “Science Aspirations, Capital, and Family Habitus: How Families Shape Children’s Engagement and Identification with Science’.” American Educational Research Journal 49 (5): 881–908. https://doi.org/10.3102/0002831211433290.
   Web of Science ®Google Scholar
• Auguste, S., and J. P. Valenzuela. 2004. Do students benefit from school competition? Evidence from Chile. Ann Arbor, University of Michigan. unpublished.
   Google Scholar
• Bayer, C. N., M. Luberda, and A. L. Roca. 2016. “Measure, Then Show: Grasping Human Evolution Through an Inquiry-Based, Data-Driven Hominin Skulls Lab.” Public Library of Science ONE 11 (8): e0160054. https://doi.org/10.1371/journal.pone.0160054.
   Google Scholar
• Bellei, C. 2000. “Middle Education and Youth in the 90s: Updating the Old Promise.” Ultima Decada 8 (12): 45–88. https://doi.org/10.4067/S0718-22362000000100006.
   Google Scholar
• Bellei C. 2009. ”Does lengthening the school day increase students’ academic achievement? Results from a natural experiment in Chile.” Economics of Education Review 28 (5): 629–640. https://doi.org/10.1016/j.econedurev.2009.01.008.
   Web of Science ®Google Scholar
• Bellei, C. 2011. The Failure of the Education Market. La Tercera, A3.
   Google Scholar
• Bennett, J. 2001. “The Development and Use of an Instrument to Assess students‟ Attitude to the Study of Chemistry.” International Journal of Science Education 23 (8): 833–845. https://doi.org/10.1080/09500690010006554.
   Web of Science ®Google Scholar
• Billingsley, B., M. Nassji, S. Fraser, and F. Lawson. 2018. “A Framework for Epistemic Insight.” Research in Science Education 48 (6): 1115–1131. https://doi.org/10.1007/s11165-018-9788-6.
   Web of Science ®Google Scholar
• Blasco, J. E., A. López, and S. Mengual. 2010. “Validación mediante método Delphi de un cuestionario.” The Agora 12 (1): 75–79.
   Google Scholar
• Borquez, E. 2014. Análisis de la congruencia entre las habilidades incorporadas, por profesores de NM1, en planificaciones e instrumentos de evaluación en una unidad didáctica y las habilidades del nivel 5 de los Mapas de Progreso de Ciencias Naturales en Liceos municipales de la comuna de Talcahuano, región del Bio Bio, 24–47. Vol. 14. N 2. Chile: Revista Investigaciones en, Educacion Universidad de la Frontera (UFRO). https://revistas.ufro.cl/ojs/index.php/educacion/article/view/1266.
   Google Scholar
• Bravo González, P., and M. J. Reiss. 2021. “Science teachers’ Views of Creating and Teaching Big Ideas of Science Education: Experiences from Chile.” Research in Science & Technological Education 41 (2): 523–543. https://doi.org/10.1080/02635143.2021.1919868.
   Web of Science ®Google Scholar
• Bybee, R., and B. McCrae. 2011. “Scientific Literacy and Student Attitudes: Perspectives from PISA 2006 Science.” International Journal of Science Education 33 (1): 7–26. https://doi.org/10.1080/09500693.2010.518644.
   Web of Science ®Google Scholar
• Camus, P. 2009. “Science Education and Evolution Education in Chile. Functional Problems and Conflicts Between Teaching and Learning.” Gayana 73 (Suplement): 19–31. https://doi.org/10.4067/S0717-65382009000300003.
   Google Scholar
• Carrasco, A., and E. San Martín. 2012. “Voucher System and School Effectiveness: Reassessing School Performance Difference and Parental Choice Decision-Making.” Estudios de Economía 39 (2): 123–141. https://doi.org/10.4067/S0718-52862012000200002.
   Web of Science ®Google Scholar
• Caspi, A., P. Gorsky, R. Nitzani-Hendel, Z. Zacharia, S. Rosenfeld, S. Berman, and B. Shildhouse. 2020. “Children’s Perceptions of the Factors That Led to Their Enrolment in Advanced, Middle-School Science Programmes.” International Journal of Science Education 42 (11): 1915–1939. https://doi.org/10.1080/09500693.2020.1802083.
   Web of Science ®Google Scholar
• Cofre, H., J. Camacho, A. Galaz, J. Jimenez, D. Santiban, and C. Vergara. 2010. “Science Education in Chile: Teaching Weaknesses and Future Challenges of Science Teacher Education.” Estudios Pedagogicos 35 (2): 279–293.
   Google Scholar
• Cofre, H., C. Vergara, D. Santibanez, and J. P. Jimenez. 2013. “Una primera aproximación a la comprensión que tienen estudiantes universitarios en Chile de la Teoría de la Evolución.” Estudios pedagógicos (Valdivia) 39 (2): 67–83. https://doi.org/10.4067/S0718-07052013000200005.
   Google Scholar
• Contreras, D., D. Hojman, C. Hunneus, and O. Landerretche. 2011. Profit in School Education. Evidence and Regulatory Challenges. Department of Economics. Santiago, Chile: Universidad de Chile.
   Google Scholar
• Contreras, D., P. Sepulveda, and S. Bustos. 2010. ”When Schools are the ones that choose: The effects of screening in Chile N.” Social Science Quarterly 91 (5): 1349–1368. https://doi.org/10.1111/j.1540-6237.2010.00735.x.
   Web of Science ®Google Scholar
• Dagher, Z. R., and S. Boujaoude. 2005. “Students’ Perceptions of the Nature of Evolutionary Theory.” Science Education 89 (3): 378–391. https://doi.org/10.1002/sce.20054.
   Web of Science ®Google Scholar
• Dalgety, J., R. Coll, and A. Jones. 2003. “Development of Chemistry Attitudes and Experiences Questionnaire (CAEQ).” Journal of Research in Science Teaching 40 (7): 649–668. https://doi.org/10.1002/tea.10103.
   Web of Science ®Google Scholar
• Dancey, C., and J. Reidy. 2004. Statistics without Maths for Psychology: Using SPSS for Windows. London: Prentice Hall.
   Google Scholar
• Dorfner, Christian Förtsch, and Birgit J. Neuhaus. 2020. “Use of Technical Terms in German Biology Lessons and Its Effects on students’ Conceptual Learning.” Research in Science & Technological Education 38 (2): 227–251. https://doi.org/10.1080/02635143.2019.1609436.
   Web of Science ®Google Scholar
• Drago, J. L., and R. Paredes. 2011. “La brecha de calidad en la educación chilena.” Revista de la Cepal 104:167–180. https://doi.org/10.18356/7b1f89f6-es.
   Google Scholar
• Duncan, G. R., and J. D. Boerwinkel. 2018. “Molecular biology.” In Teaching Biology in School: Global Research, Issues, and Trends, edited by K. Kampourakis and M. J. Reiss, 35–47. Routledge. https://doi.org/10.4324/9781315110158.
   Google Scholar
• Elacqua, G. June 5 2009. The Impact of School Choice and Public Policy on Segregation. Journal of Policy Analysis and Management 5 (7): 17–26.
   Google Scholar
• Fan, X., and D. Geelan. 2013. “Enhancing students’ Scientific Literacy in Science Education Using Interactive Simulations.” Journal of Computers in Mathematics and Science Teaching 32 (2): 125–171.
   Google Scholar
• Fraser, B. J. 1981. Test of Science-Related Attitude (TOSRA). Melbourne: Australian Council for Educational Research.
   Google Scholar
• Fraser, B. J., J. M. Aldridge, and F. S. G. Adolphe. 2010. “A Cross-National Study of Secondary Science Classroom Environments in Australia and Indonesia.” Journal of Research in Science Teaching 40 (4): 551–575. https://doi.org/10.1007/s11165-009-9133-1.
   Google Scholar
• García-Huidobro, J., and C. Bellei. 2003. Educational Inequality in Chile. Santiago, Chile: Universidad Alberto Hurtado.
   Google Scholar
• Gormally, C., P. Brickman, and M. Lutz. 2012. “Developing a Test of Scientific Literacy Skills (TOSLS): Measuring undergraduates’ Evaluation of Scientific Information and Arguments.” CBE – Life Sciences Education 11 (4): 364–377. https://doi.org/10.1187/cbe.12-03-0026.
   PubMed Web of Science ®Google Scholar
• Guerrero, Gonzalo, and Betzabe. Torres-Olave. 2021. “Scientific Literacy and Agency within the Chilean Science Curriculum: A Critical Discourse Analysis.” Curriculum Journal 33 (3): 00–17. https://doi.org/10.1002/curj.141.
   Web of Science ®Google Scholar
• Gutierrez, A. 2009. Biologia. La Teoria de la Evolucion En la Escuela [Biology. The Theory of Evolution in the School]. Buenos Aires: Editorial Biblos.
   Google Scholar
• Hanson, L. M., J. F. Westerlund, and P. W. Vaughan. 2020. “Gender Differences in Student Attitudes Towards Science in Secondary School Classrooms with and without NSF GK-12 Resident Scientists.” The Electronic Journal for Research in Science & Mathematics Education 24 (4): 50–68.
   Google Scholar
• Harlen, W. 2010. “Principles and Big Ideas of Science Education.” ASE Accessed May 10, 2013. https://www.ase.org.uk.
   Google Scholar
• International Council for Science [ICSU] (2011). Report of the ICSU Ad- Hoc reviews panel on science education, 10–23. Paris. https://council.science/publications/report-of-the-icsu-ad-hoc-review-panel-on-science-education-2011/.
   Google Scholar
• Jenkins, E., and N. Nelson. 2005. “Important but Not for Me: Students’ Attitudes To- Wards Secondary School Science in England.” Research in Science and Technological Education 23 (1): 41–57. https://doi.org/10.1080/02635140500068435.
   Google Scholar
• Johnston, J. 1997. Measuring Attitudes in Science: What Exactly are We Measuring and Why?. Department of Primary Education: The Nottingham Trent University Press. B.E.R.A.
   Google Scholar
• Kampourakis, K., and V. Zogza. 2007. “Students’ Preconceptions About Evolution: How Accurate is the Characterization as ‘Lamarckian’ When Considering the History of Evolutionary Thought?” Science & Education 16 (3–5): 393–422. https://doi.org/10.1007/s11191-006-9019-9.
   Google Scholar
• Keeney, S., F. Hasson, and H. McKenna. 2006. “Consulting the Oracle: Ten Lessons from Using the Delphi Technique in Nursing Research.” Journal of Advanced Nursing 53 (2): 205–212. https://doi.org/10.1111/j.1365-2648.2006.03716.x.
   PubMed Web of Science ®Google Scholar
• Kim, S. Y., and R. H. Nehm. 2011. “A Cross-Cultural Comparison of Korean and American Science Teachers’ Views of Evolution and the Nature of Science.” International Journal of Science Education 10:1–31. https://doi.org/10.1080/09500690903563819.
   Google Scholar
• Kitchen, E., S. Reeve, J. Bell, R. Sudweeks, and W. Bradshaw. 2007. “The Development and Application of Affective Assessment in an Upper-Level Cell Biology Course.” Journal of Research in Science Teaching 44 (8): 1057–1087. https://doi.org/10.1002/tea.20188.
   Web of Science ®Google Scholar
• Lau, K. C., E. S. C. Ho, and T. Y. P. Lam. 2015. “Effective Classroom Pedagogy and Beyond for Promoting Scientific Literacy.” In Science Education in East Asia, edited by M. S. Khine, 13–40. Springer International Publishing. https://doi.org/10.1007/978-3-319-16390-1_2.
   Google Scholar
• Lyons, T., and F. Quinn. 2010. Choosing Science: Understanding the Declines in Senior High School Science Enrolments. National Centre of Science, ICT and Mathematics Education for Rural and Regional Australia (SiMERR Australia). Australia: National Centre of Science, SiMERR Australia. http://www.une.edu.au/simerr/pages/projects/131choosingscience.pdf.
   Google Scholar
• Mansfield, J., and M. J. Reiss. 2020. “The Place of Values in the Aims of School Science Education.” Values in Science Education. https://doi.org/10.1007/978-3-030-42172-4_12.
   Google Scholar
• Mhladza, G., M. Durana, and A. Doan. 2011. “Examining Primary School students’ Attitudes Towards Science in Terms of Gender, Class Level and Income Level.” Procedia Social and Behavioral Sciences 15:2582–2588. https://doi.org/10.1016/j.sbspro.2011.04.150.
   Google Scholar
• Microsoft, and S. Kesar 2018. “Closing the STEM Gap: Why STEM Classes and Careers Still Lack Girls and What We Can Do About It.” https://query.prod.cms.rt.microsoft.com/cms/api/am/binary/RE1UMWz.
   Google Scholar
• Millar, R. 2008. Taking Scientific Literacy Seriously as a Curriculum Aim. In Asia- Pacific Forum on Science Learning and Teaching, Forward, 1. Vol 9. 2. The Education University of Hong Kong: FOREWORD, HKIED. https://www.eduhk.hk/apfslt/download/v9_issue2_files/foreword.pdf.
   Google Scholar
• Miller, J. D., E. C. Scott, and S. Okamoto. 2006. “Public Acceptance of Evolution.” Science 321 (5890): 755–755. https://doi.org/10.1126/science.321.5890.755.
   Google Scholar
• MINEDUC (Ministerio de Educación de Chile). 2019. Bases curriculares 3° y 4° medio. Santiago: Unidad Curriculum y Evaluación.
   Google Scholar
• MINEDUC (Ministerio de Educación de Chile). 2021. Marco para la Buena Enseñanza. Centro de Perfeccionamiento, Experimentación e Investigaciones Pedagógicas CPEIP. Available online at: https://estandaresdocentes.mineduc.cl/wp-content/uploads/2021/08/MBE-2.pdf.
   Google Scholar
• Montes, L. H., R. A. Ferreira, and C. Rodríguez. 2022. “The Attitude to Learning Chemistry Instrument (AlchI): Linking Gender, Achievement, and Attitudes.” Chemistry Education Research and Practice 23 (3): 686–697. https://doi.org/10.1039/D2RP00038E.
   Web of Science ®Google Scholar
• Mourshed, M., C. Chijioke, and M. Barber. 2010. How the world’s Most Improved School Systems Keep Getting Better (Media&design). London: McKinsey & Company. https://www.mckinsey.com/~/media/mckinsey/industries/public%20and%20social%20sector/our%20insights/how%20the%20worlds%20most%20improved%20school%20systems%20keep%20getting%20better/how_the_worlds_most_improved_school_systems_keep_getting_better.pdf.
   Google Scholar
• Mundy, K. 2005. ”Globalization and educational change: New policy worlds.” In International handbook of educational policy, 3–17. Vol. 1. Springer. https://doi.org/10.1007/1-4020-3201-3_1.
   Google Scholar
• Narguizian, P. 2019. “Seven Pillars of Biology Literacy: A Proposal for What Secondary School Teachers Might Teach & What College Instructors Should Reinforce.” The American Biology Teacher 81 (3): 145. https://doi.org/10.1525/abt.2019.81.3.145.
   Web of Science ®Google Scholar
• National Research Council [NRC]. 1996. National Science Education Standards. Washington, DC: National Academy Press. National Academy Press. https://nap.nationalacademies.org/catalog/4962/national-science-education-standards.
   Google Scholar
• Navarro, M. B., and C. E. Forster. 2012. “Nivel de alfabetizacion cientifica y actitudes hacia la ciencia en estudiantes de secundaria.” Pensam Education Revista Internacional Education Latinoam 49 (1): 1–17. https://doi.org/10.7764/PEL.49.1.2012.1.
   Google Scholar
• Nehm, R. H., and M. Ha. 2011. “Item Feature Effects in Evolution Assessment.” Journal of Research in Science Teaching 48 (3): 237–256. https://doi.org/10.1002/tea.20400.
   Web of Science ®Google Scholar
• Norambuena-Meléndez, M., G. R. Guerrero, and C. González-Weil. 2023. “What is Meant by Scientific Literacy in the Curriculum? A Comparative Analysis Between Bolivia and Chile.” Cultural Studies of Science Education 18 (3): 937–958. (In press). https://doi.org/10.1007/s11422-023-10190-3.
   Web of Science ®Google Scholar
• OECD. 2020. “Results from TALIS 2018, Volume II, Country Note: Chile.” http://www.oecd.org/education/talis/TALIS2018_CN_CHL_Vol_II.pdf. [Google Scholar]
   Google Scholar
• OECD [Organisation for Economic Cooperation and Development]. 2003. The PISA 2003 assessment frame- work. Accessed November. http://www.pisa.oecd.org/dataoecd/46/14/33694881.pdf.
   Google Scholar
• Ogawa, M., and S. Shimode. 2004. “Three Distinctive Groups Among Japanese Students in Terms of Their School Science Preference.” Journal of Science Education in Japan 28 (4): 279–291. https://doi.org/10.14935/jssej.28.279.
   Google Scholar
• Oppenheim, A. 1992. Questionnaire Design, Interviewing and Attitude Measurement. London: Pinter Publishers.
   Google Scholar
• Osborne, J., S. Simon, and S. Collins. 2003. “Attitudes Towards Science: A Review of the Literature and Its Implications.” International Journal of Science Education 25 (9): 1049–1079. https://doi.org/10.1080/0950069032000032199.
   Web of Science ®Google Scholar
• Pazza, R., P. R. Penteado, and K. F. Kavalco. 2010. “Misconceptions About Evolution in Brazilian Fresh- Men Students.” Evolution: Education and Outreach 3 (1): 107–113. https://doi.org/10.1007/s12052-009-0187-3.
   Google Scholar
• Peeraer, J., and P. Van Petegem. 2015. “Integration or Transformation? Looking in the Future of Information and Communication Technology in Education in Vietnam.” Evaluation and Program Planning 48:47–56. https://doi.org/10.1016/j.evalprogplan.2014.09.005.
   PubMed Web of Science ®Google Scholar
• Reiss, M. J. 2007. “What Should Be the Aim(s) of School Science Education?” In The Re-Emergence of Values in Science Education, edited by D. Corrigan, J. Dillon, and R. Gunstone, 13–28. Rotterdam: Sense. https://doi.org/10.1163/9789087901677_004.
   Google Scholar
• Reiss, M. J. 2017. “Education and Sexualities: The Next Generation.” In Education and Sexualities, edited by P. Aggleton, 195–210. Vol IV. London: Routledge.
   Google Scholar
• Reiss, M. J., and J. White. 2013. An Aims-Based Curriculum: The Significance of Human Flourishing for Schools. London: IOE Press.
   Google Scholar
• Roberts, D. A. 2007. “Scientific Literacy/Science Literacy.” In Handbook of Research on Science Education, edited by S. K. Abell and N. G. Lederman, 729–779. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Schoon, I., A. Ross, and P. Martin. 2007. “Science Related Careers: Aspirations and Outcomes in Two British Cohort Studies.” Equal Opportunities International 26 (2): 129–143. https://doi.org/10.1108/02610150710732203.
   Google Scholar
• Semilarski, H., and A. Laius. 2021. “Exploring biological literacy: a systematic literature review of biological literacy.” European Journal Education Research 10 (3): 1181–1197. https://doi.org/10.12973/eu-jer.10.3.1181.
   Google Scholar
• Simpson, R., and J. Oliver. 1990. “A Summary of Major Influences on Attitude Towards and Achievement in Science Among Adolescent Students.” Science Education 74 (1): 1–18. https://doi.org/10.1002/sce.3730740102.
   Web of Science ®Google Scholar
• Smist, J. 1994. Gender Differences in Attitudes Toward Science. Annual Meeting of the American Educational Research Association (AERA). New Orleans, USA.
   Google Scholar
• Smyth, E., and C. Hannan. 2006. “School Effects and Subject Choice: The Uptake of Scientific Subjects in Ireland.” School Effectiveness and School Improvement 17 (3): 303–327. https://doi.org/10.1080/09243450600616168.
   Web of Science ®Google Scholar
• Tavakol, M., and R. Dennick. 2011. “Post-Examination Analysis of Objective Tests.” Medical Teacher 33 (6): 447–458. https://doi.org/10.3109/0142159X.2011.564682.
   PubMed Web of Science ®Google Scholar
• Tuchman, Gaye. 2011. Wannabe U: Inside the Corporate University. Bibliovault OAI Repository, the University of Chicago Press. https://doi.org/10.7208/chicago/9780226815282.001.0001.
   Google Scholar
• Uno, G., and R. Bybee. 1994. “Understanding the Dimensions of Scientific Literacy in Biology.” BioScience 44 (8): 553–557. https://doi.org/10.2307/1312283.
   Web of Science ®Google Scholar
• Valenzuela, J. P., C. Bellei, and D. Ríos. 2014. “Socioeconomic School Segregation in a Market-Oriented Educational System. The Case of Chile.” Journal of Education Policy 29 (2): 217–241. https://doi.org/10.1080/02680939.2013.806995.
   Web of Science ®Google Scholar
• Vegar, R., M. Prenszel, and R. Martin. 2011. “Interest in Science: A Many Faceted Pictures Painted by Data from the OECD PISA Study.” International Journal of Science Education 33 (1): 1–6. https://doi.org/10.1080/09500693.2010.518639.
   Web of Science ®Google Scholar
• Yeh, D. Y., and C. H. Cheng. 2015. Recommendation system for popular tourist attractions in Taiwan using Delphi panel and repertory grid techniques. Tourism Management 46:164–176. https://doi.org/10.1016/j.tourman.2014.07.002.
   Web of Science ®Google Scholar