INTELLECTUAL EDUCATION OF SCHOOLCHILDREN IN PROCESS OF FORMING NATURAL SCIENCE LITERACY

2021 ◽  
Author(s):  
Olga Anatolyevna Chikova ◽  
Vera Alexandrovna Bredgauer ◽  
Irina Albertovna Matveeva
Keyword(s):  
Natural Science ◽  
Science Literacy

scholarly journals Competence-oriented tasks as a means of forming natural science literacy

2020 ◽  
Vol 1691 ◽  
pp. 012027
Author(s):  
T P Platonova ◽  
A P Pakusina
Keyword(s):  
Natural Science ◽  
Science Literacy

Natural scientific literacy in biology assignments formed by the teacher

2021 ◽  
pp. 130-151
Author(s):  
Elena Yuryevna Pimonova ◽  
◽  
Tatyana Vasilevna Rybakova ◽  
Keyword(s):  
Natural Science ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Positive Impact ◽  
Educational Process ◽  
Educational Systems ◽  
Actual Problem ◽  
Modern Approach ◽  
Functional Literacy ◽  
Educational Achievements

The article is devoted to the actual problem of independent construction by teachers of tasks for the formation and assessment of the formation of natural science literacy within the content of the school biology course. Natural science literacy is a component of functional literacy – the central concept of the modern approach to determining educational achievements in the world practice of research of educational systems of different countries. The purpose of the article is to present the results of the study of identifying problems and approaches to the design of tasks aimed at the formation of natural science literacy within the framework of the educational subject “biology”. For this purpose, the concepts of tasks for the formation and assessment of the formation of natural science literacy in the framework of the PISA study are considered, as well as strategies for constructing such tasks are developed. The paper provides an example of step-by-step implementation of the developed strategies, author’s tasks with detailed characteristics of the questions. Based on the results of the study, conclusions were formed that it is possible to distinguish a sequence of actions for designing tasks and the availability of these actions for teachers. The experience of designing tasks will have a positive impact on the efficiency of including tasks in the educational process.

scholarly journals Pengaruh Model Pembelajaran Inkuiri dengan Teknik Scaffolding terhadap Kemampuan Literasi Sains dan Prestasi Belajar IPA

2018 ◽  
Vol 2 (3) ◽  
pp. 230
Author(s):  
Ni ketut Erna muliastrini
Keyword(s):  
Natural Science ◽  
Science Achievement ◽  
Science Learning ◽  
Science Literacy ◽  
Inquiry Learning ◽  
Learning Model ◽  
Conventional Model ◽  
Learning Achievement ◽  
Group Design ◽  
Better Than

This study aimed at investigating the effect of inquiry learning model with scaffolding techniques toward ability of science literacy and natural science learning achievement. The design used in this study was using basic pattern Single Factorial Independent Group Design with quasi-experiment type. The sample used was 58 students. The data collected were ability of science literacy and naural science learning achievement. The data were analyzed by using MANOVA used SPSS 17.00 for windows. Research results showed that: First, the ability of science literacy students who were taught by using inquiry learning model with scaffolding techniques was significantly better than students who were taught by using conventional model (F = 19,982; p < 0.05). Second, the natural science achievement of students who were taught by using inquiry learning model with scaffolding techniques was significantly better than students who were taught by using conventional model (F = 13,268; p < 0.05). Third, simultaneously, the ability of science literacy and natural science learning achievement between students who were taught by using inquiry model with scaffolding techniques was significantly better than students who were taught by using conventional model.

ФОРМИРОВАНИЕ ЕСТЕСТВЕННО-НАУЧНОЙ ГРАМОТНОСТИ У ОБУЧАЮЩИХСЯ ОСНОВНОЙ ШКОЛЫ

2021 ◽  
Author(s):  
А.С. Власова ◽  
Л.В. Дубицкая
Keyword(s):  
Primary School ◽  
Extracurricular Activities ◽  
Natural Science ◽  
Science Literacy ◽  
Primary School Students ◽  
School Students

В статье рассматриваются проблема формирования естественно-научной грамотности у учащихся основной школы и разработка дидактических материалов в рамках внеурочной деятельности, а также особенности тестирования на выявление уровня естественно-научной компетенции учащихся по программам TIMSS и PISA. The article examines the problem of the formation of natural science literacy among primary school students and the development of didactic materials as part of extracurricular activities: it also examines the features of testing to identify the level of natural science competence of students in the TIMSS and PISA programs.

Chemical literacy as a component of the natural scientific literacy of students

2021 ◽  
pp. 77-85
Author(s):  
Galina Semenovna Kachalova ◽  
Keyword(s):  
Natural Science ◽  
International Research ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Chemistry Teachers ◽  
Physical Systems ◽  
Functional Literacy ◽  
Competency Based

The article is devoted to the problem of the formation of chemical literacy of students of an educational school. It is shown that chemical literacy is a component of natural science literacy, which is considered as a manifestation of functional literacy. The article analyzes the content of the tasks of the international research of natural science literacy PISA from the open bank of tasks. It was found that the tasks are dominated by the context associated with the content of the sciences of physical systems – physics, geography, geology, but practically no content related to chemistry is presented. The literature contains a sufficient number of individual publications that describe different methods of forming chemical literacy. PISA tasks are used as a tool for the formation and assessment of the formation of chemical literacy. But there are no guidelines for chemistry teachers, including a description of the technology for developing tasks in the PISA format and sets of such tasks. As an innovative component, a methodology for preparing tasks in chemistry in the PISA format within the framework of the systemic and competency-based approaches is proposed.

scholarly journals The Development of Local Wisdom-Based Natural Science Module to Improve Science Literation of Students

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
B. Setiawan ◽  
D. K. Innatesari ◽  
W. B. Sabtiawan ◽  
S. Sudarmin
Keyword(s):  
Learning Environments ◽  
Natural Science ◽  
Science Literacy ◽  
Research Development ◽  
Test Results ◽  
Teaching Materials ◽  
Low Literacy ◽  
Volcanic Material ◽  
Is Research ◽  
Gain Variation

<p>The vulnerability of communities in facing volcano disaster is one of the indicators of the low literacy of science. The low knowledge about volcanic material causes it needs to be packed in an attractive learning so that it can tap into the ability of students’ science literacy by using teaching materials that are closer to student learning environments. This research aims to develop the local wisdom-based natural science module on the theme of Mount Kelud eruption, which is both theoretical and empirical. The type of this research development is Research and Development (R &amp; D) by adapting the ASSURE instructional design. The results of this research are the validation results of theoretical feasibility of teaching materials based on the components of material feasibility of 87, 5% with very good category, components of presentation feasibility of 91, 7% with very good category, components of language feasibility of 88, 9% with very good category, components of local wisdom values of 87, 5% with very good category, and components of science literacy feasibility of 88, 9% with 88, 9% with very good category. The results of empirical feasibility are the test results of students’ science literacy with N-gain variation value of 0,2; 0,3; and 0,4 respectively with low, medium, and medium category. The results show that the developed local wisdom-based natural science module is suitable to improve the ability of students’ science literacy either theoretically or empirically.</p>

Approaches to Identify Typical Mistakes by Primary Schoolchildren Studying Natural Science Concepts

2021 ◽  
Vol 13 (4) ◽  
pp. 94-106
Author(s):  
T.A. Egorenko ◽  
S.P. Sanina
Keyword(s):  
Natural Science ◽  
Analytical Study ◽  
Science Literacy ◽  
Assessment Tool ◽  
Primary School Children ◽  
Evaluation Tool ◽  
Subject Knowledge ◽  
Ability To Act ◽  
Primary Schoolchildren ◽  
Science Concepts

The article describes approaches to the typology of the main mistakes of primary schoolchildren studying natural science concepts. This is the overview of the problem of the development of natural science concepts in the works of native and foreign researchers. In the course of the analytical study, a comparison was made of the content, structure of tasks and methods of assessing the monitoring studies, as well as a comparison of descriptions of typical mistakes of primary school children. In “VPR” (“Vserossiiskie proverochnie raboti” are the obligatory Russian tests for schoolchildren), all subject knowledge is presented through certain skills, and the mistakes that chidlren make are interpreted as "gaps" in knowledge and skills that need to be filled. SAM (Student Achievement's Monitoring) reveals the "structure" of achievements and backlogs. SAM evaluation tool has proven itself well in assessing the natural science literacy of younger schoolchildren, namely the ability to act according to a model, the ability to act with understanding and the degree of freedom (the manifestation of natural science literacy) in the possession of certain modes of action. TIMSS (Trends in Mathematics and Science Study) aims to evaluate three parameters: "knowledge", "application" and "reasoning". Along with the correct answers of the children, their incorrect reasonings are also recorded. The analytical study showed no unified approach to the assessment of typical mistakes in the development of natural science concepts existing today. One of the promising directions can be the arrangement of a unified typology of the main mistakes of primary schoolchildren when studying natural science concepts and creation of an assessment tool based on it.

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