Enhancing Socioscientific Reasoning Through Nature of Technology

2021 ◽  
pp. 162-190
Author(s):  
Hyunok Lee ◽  
Hyunju Lee
Keyword(s):  
Conceptual Framework ◽  
Scientific Literacy ◽  
Science And Technology ◽  
Socioscientific Issues ◽  
Four Dimensions ◽  
Essential Component ◽  
Ssr Analysis ◽  
Socioscientific Reasoning ◽  
Nature Of Technology

Fostering informed Socioscientific Reasoning (SSR) is an essential component of developing scientific literacy. In this chapter, the authors suggest that enhancing Nature of Technology (NOT) understanding can be one way to leverage students' informed socioscientific reasoning. The authors describe a proposed NOT conceptual framework with four dimensions and detailed components, and present an analysis of students' reasoning of various socioscientific issues using this framework. Finally, the authors present the finding that NOT components were present in student discussions with varying levels of understanding. The SSR analysis reveals that students with NOT informed understanding can appreciate the integrated characteristics of technology, so as to make sophisticated decisions about science and technology that will change society in fundamental ways, for both better and worse.

scholarly journals Communicating Science and Technology. Gradiva’s Books of Popularization of Science and Technology and the Portuguese Public

2019 ◽  
Vol 13 (1) ◽  
pp. 110-118
Author(s):  
Inês N. Navalhas
Keyword(s):  
Conceptual Framework ◽  
Scientific Literacy ◽  
Science And Technology ◽  
The Other ◽  
Public Understanding Of Science ◽  
Public Understanding ◽  
Portuguese Population ◽  
Popularization Of Science ◽  
Understanding Of Science ◽  
The One

Abstract By focusing on the books of popularization of science and technology published by Gradiva this research aims at understanding the mechanisms and strategies to bring science and technology to a broader audience in Portugal, after 1974, the year of the Carnation Revolution that put an end to a long half century dictatorship. I use a mix conceptual framework: on the one hand, I use the scientific literacy and public understanding of science and technology main references to explore the public’s behavior and opinion concerning scientific and technological knowledge; on the other hand, I analyze Gradiva’s choices concerning the collections aimed at popularizing science and technology. So, I hope to contribute to map the perception of the Portuguese public about techno-scientific themes that influence their life and decisions, to understand how scientists relate to scientific and technological popularization literature and to assess scientific literacy in the Portuguese population.

scholarly journals New directions in socioscientific issues research

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Dana L. Zeidler ◽  
Benjamin C. Herman ◽  
Troy D. Sadler
Keyword(s):  
Science Education ◽  
Education Research ◽  
Perspective Taking ◽  
Scientific Literacy ◽  
Socioscientific Issues ◽  
Interdisciplinary Science ◽  
Socioscientific Reasoning ◽  
New Directions ◽  
Recent Trends

AbstractThe socioscientific issues framework has proven to have a significant impact over the last two decades on many areas related to the development of functional scientific literacy in students. In this article, we summarize and synthesize recent trends in socioscientific issues research that impact both disciplinary and interdisciplinary science education research. These trends represent science-in-context investigations that we propose are advanced by three broad and interrelated areas of research including: 1) Socioscientific Issues and the Central Role of Socioscientific Reasoning; 2) Socioscientific Issues and the Primacy of Socioscientific Perspective Taking; and, 3) Socioscientific Issues and the Importance of Informal and Place-Based Contexts. We discuss the most recent research in those areas and explore the educational significance these new trends.

Scientific Literacy Based on Adversity Quotient

2019 ◽  
Author(s):  
Adib Rifqi Setiawan ◽  
Matahari
Keyword(s):  
Academic Achievement ◽  
Scientific Literacy ◽  
Sampling Technique ◽  
Purposive Sampling ◽  
Four Dimensions ◽  
Correlational Research ◽  
Response Profile ◽  
Literacy Test

Burhān al-Dīn al-Zarnūjī in his treatise Ta'līm al-Muta'allim Ṭorīq al-Ta'allum proposed that the academic achievement has six things dependency: ingenious acumen, fervent desire, patience, sufficent sustenance, guidance of a teacher, and length of time. In other side, Paul Stoltz in his book Adversity Quotient: Turning Obstacles Into Opportunities coined adversity quotient term as a score that measures the ability of a person to deal with adversities in his or her life. Hence, adversity quotient is commonly known as the science of patience. Based on this perspective, we was empirically tested students scientific literacy through correlational research. In particular, first adversity quotient was measured with Adversity Response Profile (ARP) includes four dimensions that are characterized as control, ownership, reach, and endurance. Second, scientific literacy was tested with Scientific Literacy Test (SLT) that focused on three competencies. Third, we used Pearson r to elaborate correlation of scientific literacy with adversity quotient. The participants of the study were 50 students in Kabupaten Kudus choosen by purposive sampling technique. The findings suggest that it is important to facilitate students’ adversity quotient to guide them on achieving scientific literacy.

A Conceptual Framework for E-Assessment in Higher Education

2014 ◽  
pp. 652-673 ◽  
Author(s):  
Luís Tinoca ◽  
Alda Pereira ◽  
Isolina Oliveira
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
Learning Environments ◽  
Four Dimensions ◽  
Assessment Culture ◽  
Digital Assessment ◽  
E Learning ◽  
Assessment In Higher Education ◽  
Assessment Strategies

The assessment of competences requires an approach where knowledge, abilities, and attitudes are integrated, naturally implying the resource to a variety of assessment strategies. Within this context, we have seen the emergence of what has been called by several authors, the Assessment Culture. Furthermore, Higher Education e-learning environments have also promoted the use of new e-assessment strategies. Therefore, it is important to reconsider the concept of quality assessment in Higher Education online contexts, and particularly how to develop it in the present learning landscapes. In this chapter, the authors present a new conceptual framework for digital assessment in Higher Education supported by four dimensions—authenticity, consistency, transparency, and practicability—each composed by a set of criteria, aimed at promoting the quality of the assessment strategies being used. This framework was developed based on the expansion of the concept of validity supported by edumetric qualities.

Empowering Students to be Scientifically Literate through Digital Literacy

2013 ◽  
pp. 1219-1239 ◽  
Author(s):  
Wan Ng
Keyword(s):  
Conceptual Framework ◽  
Digital Technology ◽  
Digital Literacy ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Personalized Learning ◽  
Learning Science ◽  
Multiple Literacies

The objective of this chapter is to discuss the relationships between the three literacies that are mentioned above: digital literacy, science literacy and multiple literacies. The chapter will define digital literacy and scientific literacy and argue that being digitally literate would enhance the development of scientific literacy. It will look at the similarities in skills required for the two literacies (i.e., skills derived from learning science and learning to use digital technology). These are skills at both the operational and conceptual levels. The chapter will draw on these similarities to discuss how being digitally literate could better support the independent and personalized learning of science in the development of individuals who are scientifically literate. The use of multiple literacies pedagogy, the multimodal means of learning and communicating, as bridging the two literacies will be made. Specific examples will be used to illustrate the objective of this chapter. The chapter will conclude with a conceptual framework for the development of digital literacy in empowering students to become scientifically literate.

Teacher leadership: toward a new conceptual framework

2019 ◽  
Vol 4 (1) ◽  
pp. 2-14 ◽  
Author(s):  
Jill Harrison Berg ◽  
Bill Zoellick
Keyword(s):  
Conceptual Framework ◽  
Knowledge Base ◽  
Teacher Leadership ◽  
Research Literature ◽  
Teacher Leader ◽  
Content Type ◽  
Four Dimensions ◽  
Education Leaders ◽  
Definition Of ◽  
Teaching Learning

Purpose Conceptual ambiguity about the term “teacher leadership” has retarded development of useful research on this topic. The purpose of this paper is to propose a conceptual framework that researchers might utilize to clarify key assumptions embedded in their use of the term “teacher leadership,” enabling members of this research community to better understand and build upon each other’s work and to develop a knowledge base on teacher leadership. Design/methodology/approach In 2016 a community of researchers convened in a conversation about their varied conceptions of teacher leadership. The authors analyzed documentation from this convening to identify key ways in which members’ conceptions of teacher leadership diverged. They then drew upon the teacher–leader research literature and their own experiences with teacher–leader initiatives to propose a conceptual framework that would support researchers to define teacher leadership in ways that meet established criteria for an empirically-useful concept. Findings Four dimensions of teacher leadership that should be referenced in an empirically-useful definition of teacher leadership are: legitimacy, support, objective and method. It is hypothesized that clarifying one’s assumptions about each of these dimensions and providing descriptive evidence of how they are instantiated will address the conceptual ambiguity that currently stymies the accumulation of knowledge in this field. Originality/value This paper presents a framework that can provide a strong foundation for the development of a knowledge base on teacher leadership, which is needed to inform education leaders’ efforts to maximize teachers’ leadership influence as asset for improving teaching, learning and schools.

scholarly journals Literasi Sains Berbasis Nilai-Nilai Islam dan Budaya Indonesia

2017 ◽  
Vol 6 (1) ◽  
pp. 137 ◽  
Author(s):  
Ardian Asyhari
Keyword(s):  
Literature Review ◽  
Cultural Values ◽  
Community Involvement ◽  
Scientific Literacy ◽  
Cultural Awareness ◽  
Science Literacy ◽  
Learning Experience ◽  
Science And Technology ◽  
Integrated Approach ◽  
Islamic Values

Community involvement in science and technology are rapidly developing was not matched by the religious and cultural awareness. The method in this study is a literature review that discusses the idea of Scientific Literacy based on Islamic and Indonesian Cultural values (SLIC). This article discusses (1) How to model scientific literacy based on Islamic values and culture Indonesia? (2) How can Science Literacy contribute to the awareness of religion (Islam) and Indonesian culture? And (3) What is the related issue of scientific literacy, Islamic values, and Indonesian Cultural values? Of the studies that have done, the model LSIB initiated by using an integrated approach interdisciplinary with KNOW / BE / DO Bridge as the concept of a link between science literacy, Islamic values, and the values of culture which in practice can transfer through education (learning experience) that oriented values.Keterlibatan masyarakat dalam ilmu pengetahuan dan teknologi yang berkembang dengan pesat, ternyata tidak diimbangi dengan kesadaran dalam beragama dan berbudaya. Metode pada kajian ini adalah kajian literatur yang membahas gagasan tentang Literasi Sains Berbasis Nilai Islam dan Budaya Indonesia (LSIB). Artikel ini mendiskusikan tentang (1) Bagaimana model literasi sains berbasis nilai-nilai Islam dan Budaya Indonesia? (2) Bagaimana Literasi Sains dapat berkontribusi terhadap kesadaran beragama (Islam) dan berbudaya Indonesia?; dan (3) Adakah isu terkait tentang literasi sains, Nilai-nilai Islam, dan Budaya Indonesia? Dari kajian yang telah dilakukan, model LSIB yang digagas menggunakan pendekatan integrasi interdisipliner dengan KNOW/BE/DO Bridge sebagai konsep penghubung antara literasi sains, nilai-nilai Islam, dan Nilai-nilai Budaya yang dalam praktiknya dapat ditransfer melalui pendidikan (pengalaman belajar) yang berorientasi pada nilai-nilai

scholarly journals Developing Students’ Argument Skills Using Socioscientific Issues in a Learning Unit on the Fossil Fuel Industry and Its Products

2018 ◽  
Vol 29 (3) ◽  
pp. 137-148
Author(s):  
Bureerat Suephatthima ◽  
◽  
Chatree Faikhamta ◽  
Keyword(s):  
Scientific Literacy ◽  
Science Classroom ◽  
Socioscientific Issues ◽  
Teaching Chemistry ◽  
First Semester ◽  
Reflective Journals ◽  
Thai Students ◽  
Fossil Fuel Industry ◽  
Fuel Industry ◽  
Academic Year

Argument skills play a crucial role in fostering students’ scientific literacy. Students who possess such skills can employ reason and evidence to make decisions. This classroom action research was aimed at investigating the best practices for teaching chemistry to promote argument skills through socioscientific issues (SSI). The participants were 46 Thai students in Grade 12 (students aged approximately 17 years old) studying petroleum chemistry in the first semester of the 2014 academic year. To research my own teaching, I collected data from classroom observation, my reflective journals, the students’ reflective journals, and an argument skill questionnaire (ASQ). Debating on petroleum-related issues helped the students to practice and improve their reasoning skills, and it showed them the importance of using evidence to formulate a reliable argument. The competition to answer questions in class also allowed students to practice reasoning. Finally, the ASQ results indicate that teaching through SSI can improve students’ argument skills. The implication of the pedagogy of argumentation in science classroom is discussed.

scholarly journals Las cuatro dimensiones del fenómeno religioso: propuesta para un abordaje integral / The four dimensions of the religious phenomenon: proposal for an integral approach

Numen ◽  
2014 ◽  
Vol 17 (1) ◽  
Author(s):  
Catón Eduardo Carini
Keyword(s):  
Conceptual Framework ◽  
Human Life ◽  
Integral Approach ◽  
Scientific Theories ◽  
Ken Wilber ◽  
Research Traditions ◽  
Four Dimensions ◽  
The Third ◽  
Multiple Dimensions ◽  
The Way

RESUMEMEl artículo propone un modelo para pensar los fenómenos religiosos y las teorías científicas que sobre ellos se han construido. La primera parte expone dicho marco conceptual, basado en la obra de Ken Wilber, el cual diferencia entre cuatro dimensiones fundamentales de la vida humana. La segunda parte rastrea la forma en que estas dimensiones se revelan en la esfera religiosa y analiza cómo han dado origen a cuatro tradiciones de investigación en las ciencias de la religión. Finalmente, la tercera parte explora la forma de superar reduccionismos y propone una serie de ideas con respecto a los roles que juegan las representaciones sagradas en múltiples dimensiones de la vida.Palabras: clave: antropología- religión - teoría.ABSTRACTThe paper offers a model for thinking the religious phenomena and the scientific theories that have been built on them. The first part exposes such conceptual framework, based on the work of Ken Wilber, which differentiates four main dimensions of human life. The second, traces the way in which these dimensions are revealed in the religious sphere and analyzes how they have given birth to four research traditions in religion science. Finally, the third part explores how to overcome reductionism and suggests a series of ideas regarding the roles that sacred representations play in multiple dimensions of life.Keywords: anthropology – religion – theory.

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