7,861
Views
0
CrossRef citations to date
0
Altmetric
Articles

Teaching science & technology: components of scientific literacy and insight into the steps of research

ORCID Icon
Pages 1916-1931 | Received 16 Mar 2022, Accepted 20 Jul 2022, Published online: 05 Aug 2022

References

  • Abu-Zaid, A. (2014). Research skills: The neglected competency in tomorrow’s 21st-century doctors. Perspectives on Medical Education, 3(1), 63–65. https://doi.org/10.1007/s40037-013-0087-7
  • Aiman, U., & Hasyda, S. (2020). The influence of process oriented guided inquiry learning (pogil) model assisted by realia media to improve scientific literacy and critical thinking skill of primary school students. European Journal of Educational Research, 9(4), 1635–1647. https://doi.org/10.12973/eu-jer.9.4.1635
  • Amir, A., Mandler, D., Hauptman, S., & Gorev, D. (2017). Discomfort as a means of pre-service teachers’ professional development – an action research as part of the ‘research literacy’ course. European Journal of Teacher Education, 40(2), 231–245. https://doi.org/10.1080/02619768.2017.1284197
  • Avsec, S., & Savec, V. F. (2019). Creativity and critical thinking in engineering design: The role of interdisciplinary augmentation. Global Journal of Engineering Education, 21(1), 30–36.
  • Bačnik, A., Slavič Kumer, S., Bah Brglez, E., Eršte, S., Golob, N., Gostinčar Blagotinšek, A., Hajdinjak, M., Hartman, S., Ivančič, G., Kljajič. S., Majer Kovačič, J., Mohorič, A., Moravec, B., Novak, N., Pavlin, J., Repnik, R., Vičič, T. (2019). Gradniki naravoslovne pismenosti. [Science literacy building blocks]. https://www.zrss.si/wp-content/uploads/2021/11/2021-11-15-Gradniki-NARAVOSLOVNA-PISMENOST_11V_16_07_2021.pdf.
  • Boyer Commission on Educating Undergraduates in the Research University. (1998). Reinventing Undergraduate Education: A Blueprint for America's Research Universities. Stoney Brook, NY.
  • Brown, B. A., Reveles, J. M., & Kelly, G. J. (2005). Scientific literacy and discursive identity: A theoretical framework for understanding science learning. Science Education, 89(5), 779–802. https://doi.org/10.1002/sce.20069
  • Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. American Association for the Advancement of Science.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2. Auflage). Erlbaum.
  • Cresswell, J., Schwantner, U., & Waters, C. (2015). A review of international large-scale assessments in education: Assessing component skills and collecting contextual data. PISA, The World Bank, Washington, D.C./OECD Publishing, Paris. https://doi.org/10.1787/9789264248373-en.
  • DebBurman, S. K. (2002). Learning how scientists work: Experiential research projects to promote cell biology learning and scientific process skills. Cell Biology Education, 1(4), 154–172. https://doi.org/10.1187/cbe.02-07-0024
  • Glaze, A. L. (2018). Teaching and learning science in the 21st century: Challenging critical assumptions in post-secondary science. Education Sciences, 8(1), 12. https://doi.org/10.3390/educsci8010012
  • Gucluer, E., & Kesercioglu, T. (2012). The effect of using activities improving scientific literacy on students’ achievement in science and technology lesson. Online Submission, 1(1), 8–13.
  • Hodson, D. (1998). Teaching and learning science: Towards a personalized approach. McGraw-Hill Education (UK).
  • Holbrook, J., & Rannikmae, M. (2009). The meaning of scientific literacy. International Journal of Environmental and Science Education, 4(3), 275–288.
  • Jonāne, L. (2015). Analogies in science education. Pedagogika, 119(3), 116–125. https://doi.org/10.15823/p.2015.027
  • Kaeedi, A., Nasr Esfahani, A., Sharifian, F., & Moosavipour, S. (2021). Research methods curriculum in graduate program: An investigation of the world’s top universities approaches to design. Implementation and Evaluation. Educational Measurement and Evaluation Studies, 10(32), https://doi.org/10.22034/emes.2021.242398
  • Kahn, P., & O’Rourke, K. (2005). Understanding enquiry based learning. In T. Barrett, I. MacLabhrainn, & H. Fallon (Eds.), Handbook of enquiry and problem based learning (pp. 1–12). AISHE and CELT, NUI Galway.
  • Koballa, T., Kemp, A., & Evans, R. (1997). The spectrum of scientific literacy. Sci. Teach, 64(7), 27–31.
  • Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71–94. https://doi.org/10.1002/(SICI)1098-237X(200001)84:1<71::AID-SCE6>3.0.CO;2-C
  • Lemon, T. I., Lampard, R., & Stone, B. A. (2013). Research skills for undergraduates: A must!. Perspectives on Medical Education, 2(3), 174–175. https://doi.org/10.1007/s40037-013-0054-3
  • Lenhard, W., & Lenhard, A. (2016). Calculation of effect sizes. https://www.psychometrica.de/effect_size.html Dettelbach (Germany): Psychometrica. https://doi.org/10.13140/RG.2.2.17823.92329.
  • Marteel-Parrish, A. E., & Lipchock, J. M. (2018). Preparing chemistry majors for the 21st century through a comprehensive one-semester course focused on professional preparation, contemporary issues, scientific communication, and research skills. Journal of Chemical Education, 95(1), 68–75. https://doi.org/10.1021/acs.jchemed.7b00439
  • Nja, C. O. (2019). Scientific literacy of undergraduate science education students in the university of Calabar Cross River State Nigeria. Quest Journals Journal of Research in Humanities and Social Science, 7(5), 35–39.
  • OECD. (2013). PISA 2015 Draft Science Framework. www.oecd.org/pisa/pisaproducts/ Draft%20PISA%202015%20Science%20Framework%20.pdf.
  • Pella, M. O., O'hearn, G. T., & Gale, C. W. (1966). Referents to scientific literacy. Journal of Research in Science Teaching, 4(3), 199–208. https://doi.org/10.1002/tea.3660040317
  • Pisano, R., Vincent, P., Dolenc, K., & Ploj Virtič, M. (2020). Historical foundations of physics & applied technology as dynamic frameworks in pre-service STEM. Foundations of Science, 26(3), 727–756. https://doi.org/10.1007/s10699-020-09662-4
  • Ploj Virtič, M., & Šorgo, A. (2016). Can we expect to recruit future engineers among students who have never repaired a toy? eurasia journal of mathematics, Science and Technology Education, 12(2), 249–266. https://doi.org/10.12973/eurasia.2016.1201a
  • Ratte, A., Drees, S., & Schmidt-Ott, T. (2018). The importance of scientific competencies in German medical curricula - the student perspective. BMC Medical Education, 18(1), 1–10. https://doi.org/10.1186/s12909-018-1257-4
  • Roberts, D. A. (1988). Development and Dilemmas in Science Education (pp. 27–54)
  • Roth, W. M., & Lee, S. (2004). Science education as/for participation in the community. Science Education, 88(2), 263–291. https://doi.org/10.1002/sce.10113
  • Rutt, A. A., & Mumba, F. (2021). Pre-service teachers enactment of language-and literacy-integrated science instruction in linguistically diverse science classrooms. Journal of Research in Science Teaching, 59(4), https://doi.org/10.1002/tea.21739
  • Sastradika, D., & Defrianti, D. (2019). Optimizing inquiry-based learning activity in improving students’ scientific literacy skills. Journal of Physics: Conference Series, 1233(1), 012061. IOP Publishing. https://doi.org/10.1088/1742-6596/1233/1/012061
  • Shamos, M. (1995). The myth of scientific literacy. Rutgers University Press.
  • Showalter, V. M. (1974). What is unified science education? Program Objectives and Scientific Literacy. Prism II, 2(3–4), 1–6.
  • Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2005). The importance of involving high-school chemistry teachers in the process of defining the operational meaning of “chemical literacy”. International Journal of Science Education, 27(3), 323–344. https://doi.org/10.1080/0950069042000266191
  • Šorgo, A., & Ploj Virtič, M. (2020). Engineers do not grow on trees. Global Journal of Engineering Education, 22(3), 168–173.
  • Thomas, G., & Durant, J. (1987). Why should we promote the public understanding of science? In M. Shortland (Ed.), Scientific literacy papers (pp. 1–14). Department for External Studies, University of Oxford.
  • Tsai, C. Y. (2015). Improving students’ PISA scientific competencies through online argumentation. International Journal of Science Education, 37(2), 321–339. https://doi.org/10.1080/09500693.2014.987712
  • Tsai, C. Y., Lin, H. S., & Liu, S. C. (2020). The effect of pedagogical GAME model on students’ PISA scientific competencies. Journal of Computer Assisted Learning, 36(3), 359–369. https://doi.org/10.1111/jcal.12406
  • van Aalsvoort, J. (2004a). Logical positivism as a tool to analyse the problem of chemistry’s lack of relevance in secondary school chemical education. International Journal of Science Education, 26(9), 1151–1168. https://doi.org/10.1080/0950069042000205369
  • van Aalsvoort, J. (2004b). Activity theory as a tool to address the problem of chemistry’s lack of relevance in secondary school chemical education. International Journal of Science Education, 26(13), 1635–1651. https://doi.org/10.1080/0950069042000205378
  • Weeks, A., Bachman, B., Josway, S., Laemmerzahl, A. F., & North, B. (2014). Guiding student inquiry into eukaryotic organismal biology using the plasmodial slime mold physarum polycephalum. The American Biology Teacher, 76(3), 196–200. https://doi.org/10.1525/abt.2014.76.3.8
  • Zhu, Y. (2019). How Chinese students’ scientific competencies are influenced by their attitudes? International Journal of Science Education, 41(15), 2094–2112. https://doi.org/10.1080/09500693.2019.1660926