scholarly journals How to Develop Scientific Literacy Enrichment Book on Earth Science Content Using Plomp Method?

2021 ◽  
Vol 1779 (1) ◽  
pp. 012059
Author(s):  
A A Puspaningtyas
Keyword(s):  
Scientific Literacy ◽  
Earth Science ◽  
Science Content ◽  
Literacy Enrichment

scholarly journals Improving Students’ Scientific Literacy through Distance Learning with Augmented Reality-Based Multimedia Amid the Covid-19 Pandemic

2020 ◽  
Vol 9 (4) ◽  
pp. 499-511
Author(s):  
M. Ahied ◽  
L. K. Muharrami ◽  
A. Fikriyah ◽  
I. Rosidi
Keyword(s):  
Distance Learning ◽  
Augmented Reality ◽  
Learning Process ◽  
Scientific Literacy ◽  
Average Score ◽  
Science Content ◽  
Test Form ◽  
Class A ◽  
Class B ◽  
Class C

Scientific literacy is a capability to identify problems, analyze questions, and create solutions by applying scientific knowledge and integrating science with technology and society. This literacy needs to be improved so that students can develop their skills in identifying science phenomenon and addressing various solutions. Although the learning was conducted in distance since the current situation is still amid the COVID-19 pandemic, the literacy can be taught during the learning process. This study aims to improve students’ scientific literacy through distance learning with augmented reality-based multimedia amid the COVID-19 pandemic. The research included in a descriptive quantitative study with pre-test and post-test design. The distance learning was conducted in the lecture of anatomy and physiology of organism during even semester in May 2020, with 111 students from three classes in the 2018 academic year. The science content provided in online learning was supported by augmented-reality based multimedia on the topic of the human respiratory system. This multimedia was evaluated, also stated as valid and appropriate to be implemented in the learning process. Scientific literacy was measured using the online test form. The findings indicated that the students’ scientific literacy improved moderately both in class A and B, but low in class C. The improvement of scientific literacy in class A reached N-gain average score of 0.31, class B reached 0.38, and class C reached 0.22. Students also gave a positive response, showed by the percentages of students’ response at 89.1% in class A, 87.0% in class B, and 84.8% in class C, which was in the very strong category. Therefore, it can be concluded that students’ scientific literacy improved well through distance learning with augmented reality-based multimedia amid the COVID-19 pandemic.

The Development of Blog with Nos Within Inquiry Laboratory an Approach for Developing Scientific Literacy of the Student in Junior High School

2018 ◽  
Vol 7 (3.2) ◽  
pp. 756 ◽  
Author(s):  
A Widowati ◽  
S Atun ◽  
IGP Suryadarma ◽  
Setuju . ◽  
E Widodo ◽  
...  
Keyword(s):  
High School ◽  
Junior High School ◽  
Scientific Literacy ◽  
Junior High ◽  
Laboratory Model ◽  
Control Group ◽  
Science Content ◽  
Control Group Design ◽  
Significant Difference ◽  
Literacy Test

The era of industry 4.0 requires Indonesia's quality human resources superior, but there are a big problem that many students have low of scientific literacy. Efforts to instill scientific literacy can help students develop an informed conception of the nature of science (NOS) by using a progressive and authentic learning inquiry environment. This research investigate about how is the blog with NOS within inquiry laboratory model that is eligible to develop scientific literacy in science learning of junior high school and the effectiveness of blog with NOS within inquiry laboratory model for developing scientific inquiry. This research is done by 4D Model in Research and Development. The Subject is expert in media and science content, and 68 students of SMP N 9 Yogyakarta. The design of playing field testing is quasi experiment with nonequivalent pretest-postest control group design. The research instruments are the questionnaire of product validation and the scientific literacy test. The data analyze with descriptive qualitative for the validation result and t-test for the scientific literacy test results. The results show that the blogs that produced in this research is eligible as learning media in NOS within inquiry laboratory model. There is a significant difference scientific literacy between before and after learning with and without using blog in NOS within inquiry laboratory model 

scholarly journals Understanding coherence and integration in integrated STEM curriculum

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Gillian H. Roehrig ◽  
Emily A. Dare ◽  
Elizabeth Ring-Whalen ◽  
Jeanna R. Wieselmann
Keyword(s):  
Engineering Design ◽  
Earth Science ◽  
Science Content ◽  
Science Standards ◽  
Conceptual Integration ◽  
Integrated Stem ◽  
Engineering Design Process ◽  
And Mathematics ◽  
Engineering Practices

Abstract Background Few tools or rubrics exist to assess the quality of integrated STEM curricula, and existing tools focus on checklists of characteristics of integrated STEM. While such instruments provide important information about the presence and quality of certain curricular components, they do not assess the level and nature of integration of the curriculum as a whole. Thus, this study explores the development of a process focused to understand the nature of integration within a STEM curriculum unit. Findings A conceptual flow graphic (CFG) was constructed for 50 integrated STEM curriculum units. Patterns in the nature of the interdisciplinary connections were used to categorize and understand the nature of integration and curricular coherence within each unit. The units formed four broad types of integrated STEM curricula: (i) coherent science unit with loosely connected engineering design challenge (EDC), (ii) engineering design-focused unit with limited connections to science content, (iii) engineering design unit with science content as context, and (iv) integrated and coherent STEM units. All physical science units were in the integrated and coherent category with strong conceptual integration between the main science concepts and the EDC. Curricula based in the Earth and life sciences generally lacked conceptual integration between the science content and the EDC and relied on the engineering design process to provide a coherent storyline for the unit. Conclusions Our study shows that engineering practices can serve as a contextual integrator within a STEM unit. The utilization of an EDC also provides the potential for conceptual integration because engineering is grounded in the application of science and mathematics. Integrated STEM curricula that purposefully include science and mathematics concepts necessary to develop solutions to the EDC engage students in authentic engineering experiences and provide conceptual integration between the disciplines. However, the alignment of grade-level science standards with the EDC can be problematic, particularly in life science and Earth science. The CFG process provides a tool for determining the nature of integration between science and mathematics content and an EDC. These connections can be conceptual and/or contextual, as both forms of integration are appropriate depending on the instructional goals.

Sounding Out Science

2020 ◽  
pp. 101-124
Author(s):  
Clement Vashkar Gomes ◽  
Felicia Moore Mensah
Keyword(s):  
Learning Disabilities ◽  
Content Analysis ◽  
Assistive Technology ◽  
Scientific Literacy ◽  
Educational Goals ◽  
Science Content ◽  
Seventh Grade ◽  
Audio Technology ◽  
Science Vocabulary ◽  
The U.S

With the current focus to have all students reach scientific literacy in the U.S, there exists a need to support marginalized students, such as those with Learning Disabilities/Differences (LD), to reach the same educational goals as their mainstream counterparts. This chapter examines the benefits of using audio assistive technology on the iPad to support LD students to achieve comprehension of science vocabulary and semantics. This research is composed of quantified data supported by qualitative information. Significant statistical evidence from pretest and posttest ANCOVA analysis reveals that audio technology is beneficial for seventh grade LD students when learning unfamiliar science content. Analysis of observations and student interviews support the quantified findings. This chapter provides useful information for the rising number of identified LD students and their parents and teachers by providing the benefits of using audio assistive technology to learn science. Audio assistive technology can be the tool to bridge the gap for LD students to achieve scientific literacy.

Life Science Literacy of an Undergraduate Population

2014 ◽  
Vol 76 (1) ◽  
pp. 34-41 ◽  
Author(s):  
Stephanie R. Medina ◽  
Evan Ortlieb ◽  
Sandra Metoyer
Keyword(s):  
Content Knowledge ◽  
Undergraduate Students ◽  
Scientific Literacy ◽  
Science Learning ◽  
Life Science ◽  
The United States ◽  
Informal Science ◽  
Science Content ◽  
Informal Science Learning ◽  
Significant Difference

Science content knowledge is a concern for educators in the United States because performance has stagnated for the past decade. Investigators designed this study to determine the current levels of scientific literacy among undergraduate students in a freshman-level biology course (a core requirement for majors and nonmajors), identify factors influencing levels of scientific literacy, and make recommendations for improving scientific literacy. Participants (n = 255) answered a one-time, 18-item life science questionnaire. A significant difference in content knowledge was found between participants who engaged in informal science learning weekly and participants who did not engage in informal science learning (i.e., learning outside the classroom).

scholarly journals Characteristics of The Ability of Physics Concept in Enrichment Teaching Materials of Natural and Mineral Resources (NMRs) Literacy

2017 ◽  
Vol 6 (2) ◽  
pp. 252 ◽  
Author(s):  
C. Rochman ◽  
D. Nasrudin ◽  
M. Muslim ◽  
N. Hermita
Keyword(s):  
Undergraduate Students ◽  
Physics Education ◽  
Scientific Literacy ◽  
Mineral Resources ◽  
Physical Sciences ◽  
Education Department ◽  
Fundamental Physics ◽  
Physics Concepts ◽  
Basic Physics ◽  
Literacy Enrichment

<p>This study is aimed at describing the characteristics of basic physics concepts in materials of science literacy enrichment of natural and mineral resources (NMRs) prepared by students of Physics Education Department, Universitas Islam Negeri Sunan Gunung Djati Bandung. The method of data collection for scientific literacy ability of NMRs is obtained from the description of NMRs, results of describing the enrichment materials of NMRs process, the basic concepts of physics, and context as well as attitudes of students towards NMRs through paper enrichment materials. This study was conducted to 15 documents of  enrichment materials made by students. The study concluded that: (1) characteristics of students’ ability to describe the physics concepts in literacy enrichment materials NMRs show variation; (2) the ability of describing concept of fundamental physics in five NMRs groups being investigated shows a low gains. The study recommends that the application of material needs developing and teaching media literacy enrichment and physical sciences should have more contextual NMRs for secondary, high school and undergraduate students.<br /><br /></p>

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