Scientific literacy changes the world. Science education recommendations

Abstract: The trend of 21st century education is learning based on scientific literacy. Scientific literacy is a key for improving science education in many countries in the world. This article aims to give a profile of the scientific literacy of senior high school students of class XII in the year 2019 in optic subject. This research was conducted with Survey methods. The data is done by providing scientific literacy problem in the form of essays. The subjects of research is the students of class XII at two SMAN Kerinci Regency. Results of this research is scientific literacy of students still low. So that Indonesia can afford prices in the era of the 21st century education, thope that this research can help in determining the solution for improve the ability of students ' scientific literacy.Abstrak: Tren pendidikan abad-21 adalah pembelajaran yang berpatokan pada Literasi Saintifik yang dijadikan sebagai kunci utama dalam meningkatkan pendidikan sains di banyak Negara di dunia. Artikel ini bertujuan untuk memberikan gambaran tentang kemampuan Literasi Saintifik siswa SMA kelas XII pada tahun 2019 terhadap materi Optik. Penelitian ini dilakukan dengan metode survei. Teknik pengambilan data dilakukan dengan memberikan soal literasi saintifik yang berbentuk esai. Subjek penelitian adalah siswa-siswa kelas XII di dua SMAN yang ada di kabupaten Kerinci. Hasil penelitian menunjukkan bahwa literasi saintifik siswa masih rendah. Agar Indonesia mampu bersaing di era pendidikan abad-21, diharapkan penelitian ini dapat memberikan solusi dalam meningkatkan kemampuan literasi saintifik siswa.

Download Full-text

Report on the Fourth International Conference on School and Popular Meteorological and Oceanographic Education

Bulletin of the American Meteorological Society ◽

10.1175/1520-0477-79.7.1387 ◽

1998 ◽

Vol 79 (7) ◽

pp. 1387-1396

Author(s):

Joseph M. Moran ◽

David R. Smith ◽

John T. Snow

Keyword(s):

Science Education ◽

Scientific Literacy ◽

World Wide ◽

Government Officials ◽

Computer Aided Instruction ◽

International Conference ◽

Weather Information ◽

Poster Sessions ◽

The World ◽

Computer Aided

The Fourth International Conference on School and Popular Meteorological and Oceanographic Education was held 22–26 July 1996 in Edinburgh, Scotland. Conference attendees included 125 educators, meteorologists, oceanographers, and government officials representing 19 nations. The themes of the conference were the roles of meteorology and oceanography in science education and the benefits derived from improved environmental awareness and scientific literacy, particularly weather awareness, meteorological literacy, and understanding of the ocean. Formal presentations, workshops, poster sessions, and demonstrations provided information on programs for teacher enhancement, computer-aided instruction, and classroom access to real-time weather information through the World Wide Web.

Download Full-text

All Around the World: Science Education, Constructivism, and Globalization

Educational Policy ◽

10.1177/0895904898012005003 ◽

1998 ◽

Vol 12 (5) ◽

pp. 507-524 ◽

Cited By ~ 20

Author(s):

Noel Gough

Keyword(s):

Science Education ◽

World Science ◽

The World

Download Full-text

REFLECTING UPON FAKE NEWS IN TODAY’S POST-TRUTH ERA

Problems of Education in the 21st Century ◽

10.33225/pec/21.79.513 ◽

2021 ◽

Vol 79 (4) ◽

pp. 513-515

Author(s):

Solange W. Locatelli

Keyword(s):

Decision Making ◽

Social Networks ◽

Science Education ◽

Media Literacy ◽

Scientific Literacy ◽

Fake News ◽

Men And Women ◽

The World

We are living in an era, in which people are constantly asking themselves: how can anyone believe this news that is clearly false? Reflecting on this, a brief reflection on some factors that can influence people to take this kind of news into account is brought here, as well as presenting an example of Fake Science that circulated on social networks in 2020 in Brazil, during the pandemic context. First, it can be considered that a significant objective in Science Education is making students scientifically literate, prepared for appropriate decision-making. Chassot (2003, p. 19) considers scientific literacy as “the set of knowledge that would make it easier for men and women to read the world in which they live”. Leung (2020) adds that, nowadays, it is very important to recognize the veracity of information, differentiating it from fake news, which also encompasses the concept of scientific literacy, which brings us to the statement by Gomes et al. (2020) on media literacy, so that citizens can connect more to facts and less to emotions in understanding the news.

Download Full-text

All Around the World Science Education, Constructivism, and Globalisation

Internationalisation and Globalisation in Mathematics and Science Education ◽

10.1007/978-1-4020-5908-7_3 ◽

2007 ◽

pp. 39-55 ◽

Cited By ~ 3

Author(s):

Noel Gough

Keyword(s):

Science Education ◽

World Science ◽

The World

Download Full-text

Science standards do address scientific literacy: A reply to Zucker and Noyce

Phi Delta Kappan ◽

10.1177/0031721720963232 ◽

2020 ◽

Vol 102 (2) ◽

pp. 50-51

Author(s):

Eric Brunsell ◽

Kevin Anderson ◽

Kelly Steiner ◽

Tom Anfinson

Keyword(s):

Science Education ◽

Scientific Literacy ◽

Science Literacy ◽

Next Generation Science Standards ◽

Next Generation ◽

Science Standards ◽

Making Sense ◽

The World

In their article, “Lessons from the pandemic about science education,” Andrew Zucker and Pendred Noyce stress the importance of students making sense of the world around them and use the COVID-19 pandemic as a call to change the Next Generation Science Standards (NGSS) to better address important elements of science literacy. In this response, Eric Brunsell, Kevin Anderson, Kelly Steiner, and Tom Anfinson note that they agree about the importance of science literacy but explain that Zucker and Noyce misrepresent the NGSS.

Download Full-text

International School in Informatics “Junior” for IOI Training

OLYMPIADS IN INFORMATICS ◽

10.15388/ioi.2018.16 ◽

2018 ◽

Vol 12 ◽

pp. 187-193

Author(s):

Marina S. TSVETKOVA ◽

Vladimir M. KIRYUKHIN

Keyword(s):

Science Education ◽

Secondary School ◽

Computer Science ◽

International School ◽

International Training ◽

Internet Resources ◽

Thirtieth Anniversary ◽

The World ◽

Training Event ◽

School Computer

In 2018 the IOI will celebrate its thirtieth anniversary. Over these three decades, not only the world secondary school Olympiads in informatics community have been formed, which covers more than 80 countries from all continents, but a formation of an united methodological space of the school Informatics started also. This space allows many countries today to develop school computer science education, using the experience of other countries, materials from the IOI conference journal, sites of computer science contests, and other Internet resources. This article describes a model for organizing an international training event for juniors – International School in Informatics “Junior” – ISIJ.

Download Full-text

Future Directions in International Science Education

Frontiers: The Interdisciplinary Journal of Study Abroad ◽

10.36366/frontiers.v3i1.58 ◽

1997 ◽

Vol 3 (1) ◽

pp. 233-239 ◽

Cited By ~ 1

Author(s):

Patrick Holmes

Keyword(s):

Science Education ◽

Engineering Education ◽

Science And Engineering ◽

Future Directions ◽

International Dimension ◽

The World ◽

Scientists And Engineers ◽

Science And Engineering Education

The international dimension of science and engineering education is of paramount importance and merits serious consideration of the coherent skill set that is required to allow scientists and engineers more readily to transport themselves and their work to other locations in the world.

Download Full-text

Integrating engineering in K-12 science education: spelling out the pedagogical, epistemological, and methodological arguments

Disciplinary and Interdisciplinary Science Education Research ◽

10.1186/s43031-019-0010-0 ◽

2019 ◽

Vol 1 (1) ◽

Cited By ~ 1

Author(s):

Senay Purzer ◽

Jenny Patricia Quintana-Cifuentes

Keyword(s):

Science Education ◽

Scientific Literacy ◽

Student Learning Outcomes ◽

School Science ◽

School Resources ◽

Science And Engineering ◽

Teaching Models ◽

Engineering Design Process ◽

Stem Literacy ◽

K 12

AbstractThis position paper is motivated by recent educational reform efforts that urge the integration of engineering in science education. We argue that it is plausible and beneficial to integrate engineering into formal K-12 science education. We illustrate how current literature, though often implicitly, discusses this integration from a pedagogical, epistemological, or methodological argumentative stance. From a pedagogical perspective, a historically dominant argument emphasizes how engineering helps make abstract science concepts more concrete. The epistemological argument is centered on how engineering is inherently interdisciplinary and hence its integrative role in support of scientific literacy and more broadly STEM literacy is natural. From a methodological perspective, arguments focus on the engineering design process, which is compatible with scientific inquiry and adaptable to answering different types of engineering questions. We call for the necessity of spelling out these arguments and call for common language as science and engineering educators form a research-base on the integration of science and engineering. We specifically provide and discuss specific terminology associated with four different models, each effectively used to integrate engineering into school science. We caution educators against a possible direction towards a convergence approach for a specific type of integrating engineering and science. Diversity in teaching models, more accurately represents the nature of engineering but also allows adaptations based on available school resources. Future synthesis can then examine student learning outcomes associated with different teaching models.

Download Full-text