scholarly journals Scientific literacy: a key part of school contexts

2021 ◽  
Vol 14 (33) ◽  
pp. e15611
Author(s):  
Stefanny Colonia Cerna ◽  
Doris Fuster-Guillén ◽  
Angélica Sánchez Castro ◽  
Hugo Wálter Maldonado Leyva ◽  
Teodoro Víctor Cabezas Ramírez
Keyword(s):  
Learning Strategies ◽  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Actual World ◽  
Project Based Learning ◽  
Discovery Learning ◽  
School Contexts ◽  
Four Dimensions ◽  
Learning Research ◽  
Teaching Learning

The work conducted a bibliographic review on alphabetization scientific, which is understood as the ability to use scientific knowledge in order to understand and help make decisions about the actual world. It also sought to explain the evolution of the dimensions of scientific literacy and to present theoretical proposals for methodological strategies to help improve it. Articles, doctoral theses and PIS test reports were reviewed to reach  two   conclusions:     1) it is essential to develop the four dimensions of scientific literacy, because, in this way,  scientifically literate students will be trained; that is, they are able to become world that goes through constant scientific and technological and 2) it is necessary to update the teaching-learning strategies  by  those that are part of the so-called  active methodology such as discovery learning,  research-based learning and  project-based learning.

scholarly journals Student’s Science Literacy in the Aspect of Content Science?

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
F. Fakhriyah ◽  
S. Masfuah ◽  
M. Roysa ◽  
A. Rusilowati ◽  
E. S. Rahayu
Keyword(s):  
Science Teaching ◽  
Learning Strategies ◽  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Science Literacy ◽  
Science Teaching And Learning ◽  
Teaching And Learning Strategies ◽  
Scientific Context ◽  
Scientific Competence

<p>The fundamental issue is the growing use of scientific information possessed by students to solve problems in daily life and produce useful scientific source from scientific literacy. The purpose of the research was to analyze and describe the ability of a student science concepts from the aspect of scientific literacy that includes aspects of scientific knowledge, scientific competence, scientific context as well as the factors that influence the students’ science literacy skills. This research was quantitative descriptive analysis. The instrument used was a matter of objective 40 along with the reasons of the physics concept and biology concepts that are used to measure aspects of scientific knowledge, scientific competence, and scientific context, while the students’ attitudes towards science and science teaching and learning strategies measured by questionnaire instrument. Instruments used included multiple-choice test questions reasoned and questionnaires (the attitude of science and science teaching and learning strategies). Based on data analysis it was known that the ability of science literacy PGSD UMK students varied, 66.2% of students were at the level of nominal and 33.8% of the students were at the functional level. It showed that 66.2% of students already had a concept for connecting science with other disciplines, could write a scientific term, but students still had misconceptions, while 33.8% of students considered the theory and explained concepts correctly, but they had a limited understanding and were difficult to connect to the concept of his own opinion.</p>

scholarly journals Critiquing Playful Project-Based Learning as Pedagogy for Entrepreneurship Education

2021 ◽  
Author(s):  
Adri Du Toit
Keyword(s):  
Learning Strategies ◽  
Entrepreneurship Education ◽  
Analytical Framework ◽  
Project Based Learning ◽  
The Body ◽  
Body Of Knowledge ◽  
Teaching Learning ◽  
Theoretical Foundations

The need to expand entrepreneurship education in learners’ schooling is a growing concern globally. It is especially pertinent in countries experiencing high levels of unemployment and ways to expand and improve its implementation is continually sought. Abundant research has been published about preferred pedagogies to enable and foster entrepreneurship education. Amongst these, project-based learning has long been recognized as one of the key teaching-learning strategies to enable meaningful entrepreneurship education. Recently, publications on ‘playful’ project-based learning as pedagogy for entrepreneurship education have increased notably. Theoretical foundations for this emerging new pedagogy in entrepreneurship education appear to be underprovided. Hence, the theoretical foundations provided by Biesta’s three functions of education, namely qualification, socialization and subjectification, were used as an analytical framework to explore what ‘good’ entrepreneurship education is (or should be) and how the pedagogy of playful project-based learning can bolster it. The chapter contributes to the body of knowledge by expanding insights into theoretical underpinnings for entrepreneurship education, as well as by critiquing playful project-based learning as pedagogical choice for implementing meaningful entrepreneurship education.

scholarly journals Sustainable Project-Based Learning Methodology Adaptable to Technological Advances for Web Programming

2021 ◽  
Vol 13 (15) ◽  
pp. 8482
Author(s):  
Juan Carlos López-Pimentel ◽  
Alejandro Medina-Santiago ◽  
Miguel Alcaraz-Rivera ◽  
Carolina Del-Valle-Soto
Keyword(s):  
Software Engineering ◽  
Learning Strategies ◽  
Educational Software ◽  
New Technologies ◽  
Project Based Learning ◽  
Plagiarism Detection ◽  
Web Programming ◽  
Technological Advances ◽  
Innovative Learning ◽  
Teaching Learning

The fast pace of development of the Internet and the Coronavirus Disease (COVID-19) pandemic have considerably impacted the educative sector, encouraging the constant transformation of the teaching/learning strategies and more in technological areas as Educational Software Engineering. Web programming, a fundamental topic in Software Engineering and Cloud-based applications, deals with various critical challenges in education, such as learning continuous emerging technological tools, plagiarism detection, generating innovative learning environments, among others. Continual change and even more change with the current digitization becomes a challenge for teachers and students who cannot depend on traditional educational methods. The article presents a sustainable teaching/learning methodology for web programming courses in Engineering Education using project-based learning adaptable to the continuous web technological advances. The methodology has been developed and improved during 9 years, 15 groups, and 3 different universities. Our results demonstrate that the methodology is adaptable with new technologies that might arise; it also presents the advantages of avoiding plagiarism in students and a personalized induction for every specific student in the learning process.

scholarly journals The Growing Scientific Attitudes and Worship to Science for Students

2019 ◽  
Vol 1 (1) ◽  
pp. 136-146
Author(s):  
Hirma Meuthia
Keyword(s):  
Scientific Literacy ◽  
Project Based Learning ◽  
Discovery Learning ◽  
Contextual Learning ◽  
Scientific Attitude ◽  
Learning Problem ◽  
Literature Research ◽  
Pedagogical Skills ◽  
The World ◽  
Scientific Attitudes

This study presents a literature review on growing scientific attitudes and literacy towards science for students. Natural science is a product, process, and ends with an attitude that is a scientific attitude. Scientific attitudes are developed through scientific literacy activities or processes in learning when conducting discussions, experiments, simulations, and project activities at the field. Although in the world of education, we have encountered many models that carry out the activities described above in developing students' scientific attitudes. Some of them are inquiry, discovery learning, problem-based learning, project-based learning, and contextual learning. The learning model improves the scientific attitude in learning. However, there are some obstacles in its efforts to foster the scientific attitude of students, one of the problems is that educators lack the relevant pedagogical skills needed in learning in an atmosphere of inquiry. Another disadvantage is that the background of teachers' understanding of scientific literacy content is still poor. This research was conducted to see the factors that influence the scientific attitude of students. Literature research results show that the scientific attitude of students will be positive, if the ability of educators in scientific learning and literacy of science is mastered by the teacher.

scholarly journals The Development of Innovation Skills through Project Based Learning

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Douglas J. Asbjornsen
Keyword(s):  
Learning Strategies ◽  
Problem Based Learning ◽  
The United States ◽  
Project Based Learning ◽  
Constructivist Theory ◽  
Risk Propensity ◽  
Learning Problem ◽  
Teaching Innovation ◽  
Teaching Learning ◽  
The Impact

Innovation is valued worldwide. Some would argue it has been and continues to be one of the strengths of the United States. Both technical and social innovators are sought after by businesses and other organizations, seeking to invent new products, cure diseases, develop new processes, etc. But how does one become an innovator? How do we as individuals acquire the requisite knowledge, skills, and attitudes that are critical for innovation? Are these directly and/or indirectly taught? If directly taught, are there strategies and methodologies that are more efficient and effective in teaching innovation? Can we measure the learning? Project-based and Problem-based Learning, based upon Constructivist theory, are teaching/learning strategies that may be both effective and efficient in helping students become better innovators. This review asks a number of questions, attempts to answer them, and does a review of the history and empirical research on Project-Based Learning/Problem-Based Learning (PBL). Originally, special emphasis of this study focused on the impact Project-based Learning has on 1) Creativity, 2) Self-Efficacy, 3) Energy, 4) Risk-propensity, and 5) Leadership. After no connections were found due to lack of research focusing on PBL and these constructs, the focus turned to the impact PBL has on overall academic performance.

scholarly journals Consumer Studies student teachers’ affective experiences during project-based learning

2016 ◽  
Vol 35 (1) ◽  
Author(s):  
Adri Du Toit ◽  
Marietjie Havenga ◽  
Marthie Van der Walt
Keyword(s):  
Teacher Preparation ◽  
Lifelong Learning ◽  
Student Teachers ◽  
Learning Strategies ◽  
Training Programme ◽  
Project Based Learning ◽  
Self Directed Learning ◽  
Affective Factors ◽  
Consumer Studies ◽  
Teaching Learning

The implementation of project-based learning has the potential to develop affective factors positively in students, which may foster self-directed lifelong learning. Lifelong learning is a key requirement for teachers to keep current and knowledgeable in their fields of expertise, as well as to satisfy the demands set for learners and teachers in the 21st century. This is especially important for teachers in Consumer Studies ‒ a dynamic and valuable subject in South African schools. Promoting lifelong, self-directed learning as part of the training of Consumer Studies student teachers is therefore essential. Several affective factors, for example motivation, contribute to the promotion of learning and can be developed through the selection of appropriate teaching-learning strategies. Affect can influence learning through memory processes, learning processes, attention span, experiences and motivation. A case study was undertaken to investigate how project-based learning contribute to affective factors within an existing university training programme for Consumer Studies student teachers and how it promotes their learning. Students registered for a Consumer Studies teacher preparation programme were selected as participants and data collected by means of open-ended questionnaires, weekly reflections, as well as focus group and individual interview sessions. Findings indicate that the application of project-based learning promoted affective factors in the student teachers, especially motivation, the value they placed on learning, as well as the development of a positive attitude towards learning ‒ all of which contribute to the promotion and development of positive learning experiences. Developers of preparation programmes for Consumer Studies student teachers could implement this information to enhance such programmes. Possibilities exist for further research regarding the connection between projectbased learning and other affective factors contributing to learning in Consumer Studies student teacher preparation programmes.

scholarly journals Estrategias didácticas en un entorno universitario como apoyo a la educación presencial

2019 ◽  
pp. 34-46
Author(s):  
Jovita Georgina Neri-Vega ◽  
Maribel Quezada-Moreno ◽  
Yolanda Cortés-Álvarez ◽  
Aarón Iván González-Neri
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Project Based Learning ◽  
Information Storage ◽  
University Environment ◽  
Face To Face ◽  
Teaching Learning ◽  
The University ◽  
Assessment Questionnaire

This work presents research related to the learning strategies used in a university environment in face-to-face education, the strategies mentioned are the active master class, the case study, the debate, the game of roles and project-based learning. Methodology: A descriptive design was used, carrying out data collection through the "University Students Learning Strategy Assessment Questionnaire". Results: Students have enough learning strategies to achieve the objective of their university studies successfully. In addition, there is acceptance by students of the implementation of the various strategies in a face-to-face course, as it allows them to address the issues using the strategy that allows better learning. Conclusions: Given the process of applying the educational model in Higher Education, learning environments should be created that facilitate innovation and student participation in the teaching-learning process, considering both the component teaching as the human dimension. In in-person students, the results demonstrate better information storage skills.

scholarly journals DEFINING AND CONCEPTUALIZING GEOCULTURAL SCIENTIFIC LITERACY

2019 ◽  
Vol 6 (1) ◽  
pp. 43-49
Author(s):  
TETYANA BLYZNYUK
Keyword(s):  
Higher Education ◽  
International Cooperation ◽  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Education Sector ◽  
Natural Environments ◽  
Institutions Of Higher Education ◽  
Multicultural Environment ◽  
Multiple Meanings ◽  
Teaching Learning

The article offers detail analysis of the notion literacy from various perspectives; traces its evolution from the original understanding (the ability to read, write, and use arithmetic) up to the contemporary complex interpretation by numerous sources, encompassing the multiple meanings and scopes of unquestionably vital competencies. Besides, the author emphasizes the relevance of teaching/learning Geocultural scientific literacy as an education discipline in institutions of higher education in general and understanding its components in particular while preparing teachers for New Ukrainian School. The paper stresses that modern pedagogical education of Ukraine, is an integral component of the European educational space, aimed at forming a professional with firm scientific knowledge, ability to transmit it within the subjects of the academic process and is capable of active and effective livelihoods in a multinational and multicultural environment. Thus, solid knowledge of geocultural scientific literacy provides the perfect grounds for international cooperation in education sector, understanding uniqueness of relationships between the cultures, communities’ members, natural environments, politics, history and other measurements. This knowledge serves the basis for studying many university disciplines.

scholarly journals PEMAHAMAN GURU IPA DALAM STRATEGI PEMBELAJARAN PETA PIKIRAN (MIND MAP)

EDUTECH ◽  
2017 ◽  
Vol 16 (1) ◽  
pp. 73
Author(s):  
Natalia Rosa Keliat
Keyword(s):  
High School ◽  
Learning Strategies ◽  
Science Teachers ◽  
Cognitive Abilities ◽  
Concept Maps ◽  
Problem Based Learning ◽  
Project Based Learning ◽  
Learning Mechanisms ◽  
Central Java ◽  
Teaching Learning

Abstract. This researchs were conducted in Salatiga primary high school, Central Java and the subject of were taken from 23 science teachers which used interview and observation tech-niques. The aim of this study was firstly, to assess learning strategies of science in Salatiga prima-ry high school, and secondly to assess the obstacles and constraints that faced the science teach-ers in the implementation of learning strategies in the classroom. Further more the percentage of the understanding and application of mind map model, and also to assess the obstacles and con-straints in the implementation of mind map in the classroom. Data were analyzed by using de-scriptive qualitative method. The results showed that the percentage of science teachers using discussion methods are 78.26%, 21.74% by concept maps, 30.43% by demonstrations, 39.13% by lectures, 34.78% using mind map respectively by other strategies such as card games, quiz, pro-ject based learning, discovery, problem based learning, contextual teaching learning, and inquiry is 43,8%. Teachers faced difficulty to allocate the time in the classroom because students who had lower levels of cognitive abilities require a longer time to understand the strategies in the class-room. The percentage of teachers using mind map in teaching only reach at 34.78%, while 65.22% teachers still not applying yet. Results of interview which were conducted approximately 47.83% to the teachers who understand the learning mechanisms model of mind map, and 52.17% did not understand the principles of learning using mind map. However, in its application in the classroom teachers face some problems, for example, it is take time to implemented, and the other subjects difficult to finished on time. More over, other constraints that faced are the students still have difficulty in making mind map because lack of exercise, as well as students who are already familiar with the habit pattern of teacher using teaching center.Abstrak. Penelitian ini dilaksanakan di SMP Salatiga, Jawa Tengah dengan subjek penelitan adalah guru bidang studi IPA yang berjumlah 23 orang dengan menggunakan teknik wawancara dan observasi. Penelitian ini bertujuan untuk mendata strategi pembelajaran IPA yang dilakukan guru SMP Kota Salatiga, kendala yang dihadapi guru dalam melaksanakan strategi pembelajaran di kelas, persentase pemahaman dan penerapan mind map oleh guru IPA SMP Kota Salatiga, serta kendala dalam melaksanakan strategi mind map di kelas. Analisis penelitian yang digunakan adalah deskriptif kualitatif. Hasil menunjukkan persentase guru IPA yang menggunakan strategi diskusi mencapai 78.26%, peta konsep 21,74%, demonstrasi 30,43%, ce-ramah 39,13%, mind map 34,78% dan strategi-strategi lain seperti permainan kartu, cerdas cer-mat, project based learning, discovery, problem based learning, CTL, inquiry mencapai 43,8%. Dalam menerapkan strategi yang bervariasi guru mengalami kesulitan dalam mengatur alokasi waktu pembelajaran di kelas dikarenakan peserta didik yang memiliki tingkat kemampuan kogni-tif rendah membutuhkan waktu yang lebih lama untuk memahami strategi pembelajaran yang dipakai di kelas. Dalam penerapan mind map, menunjukkan persentase jumlah guru yang menggunakan mind map dalam pembelajaran di SMP Kota Salatiga hanya mencapai 34,78% dan yang masih belum menerapkan pembelajaran model mind map mencapai 65,22%. Berdasarkan hasil wawancara diketahui bahwa sekitar 47,83% guru tersebut memahami prosedur pembelajaranmodel mind map, selebihnya sebesar 52,17% mengatakan belum memahami prinsip pembelajaran menggunakan mind map. Guru menjelaskan bahwa mind map sangat potensial digunakan se-bagai suatu teknik untuk meningkatkan pembelajaran peserta didik. Meskipun demikian, dalam penerapannya di kelas guru mengalami kendala dalam pengaplikasian mind map, misalnya dibu-tuhkan waktu yang cukup lama untuk menerapkan mind map sehingga materi lainnya tidak dapat diselesaikan tepat waktu. Selain itu, kendala lain seperti siswa masih kesulitan dalam membuat mind map dikarenakan kurang latihan, serta siswa yang sudah terbiasa dengan kebiasaan pola pengajaran teacher center sehingga model mind map ini dianggap sulit bagi siswa. 

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