Socio-Scientific Issues and Model-Based Learning

2021 ◽  
pp. 279-297
Author(s):  
Benzegül Durak ◽  
Mustafa Sami Topçu
Keyword(s):  
Science Education ◽  
Learning Process ◽  
Scientific Literacy ◽  
The Other ◽  
Literature Analysis ◽  
Model Based ◽  
Innovative Tool ◽  
Based Instruction ◽  
Scientific Phenomena ◽  
Hand Modeling

This chapter aims to provide a literature analysis on socio-scientific issues and model-based learning. The position of socio-scientific issues in the process of raising science literate students is indisputable. On the other hand, modeling gives students opportunities to construct their own models and use them through the learning process to formulate hypothesis, make investigations, explain scientific phenomena, and communicate and justify their ideas. Therefore, embedding modeling practice to SSI-based instruction through a framework is an innovative tool for scientific literacy in science education.

The development of electronic teaching materials on linear impulse and linear momentum to improve students’ scientific literacy

2021 ◽  
Vol 2104 (1) ◽  
pp. 012011
Author(s):  
R Hidayat ◽  
A Salam M ◽  
D Dewantara
Keyword(s):  
Learning Process ◽  
Scientific Literacy ◽  
Scientific Evidence ◽  
Linear Momentum ◽  
Student Response ◽  
Teaching Materials ◽  
Materials Used ◽  
Addie Model ◽  
Electronic Teaching ◽  
Scientific Phenomena

Abstract Students’ low scientific literacy competence and the unavailability of electronic teaching materials that match scientific literacy indicators that can be used in online learning encourage researchers to develop electronic teaching materials to improve students’ scientific literacy. This research aims to produce and describe the appropriateness of electronic teaching materials used in the learning process to enhance scientific literacy. The electronic teaching materials developed are based on scientific literacy indicators, namely explaining scientific phenomena, interpreting data and providing scientific evidence, designing and evaluating scientific investigations. The type of research used is research and development of the ADDIE model. The appropriateness of electronic teaching materials in terms of validity, practicality, and effectiveness. Research data was obtained from validation sheets given to three validators, student response questionnaires and learning outcomes tests. The data were analyzed by validity test, practicality test, and effectiveness test using N-gain score. The results showed that: 1) the validity of teaching materials obtained a score of 3.52 in the very high category, 2) the practicality of electronic teaching materials based on student response questionnaires obtained a percentage of 80.81% in the practical category, 3) the effectiveness of electronic teaching materials obtained a score of 0.44 in the medium category and the students’ scientific literacy ability 44.11% in the medium category. Based on the results of the study, impulse and linear momentum electronic teaching materials have been produced to improve students’ scientific literacy that is appropriate for use in the learning process. This research has implications, namely increasing students’ scientific literacy, especially on impulse and linear momentum material.

Comparative Perspectives on Inquiry-Based Science Education

2019 ◽  
pp. 1-11
Author(s):  
Rachel Mamlok-Naaman
Keyword(s):  
Science Education ◽  
Learning Process ◽  
Scientific Literacy ◽  
National Science Education Standards ◽  
Education Standards ◽  
Scientific Investigations ◽  
Content Understanding ◽  
National Science ◽  
Science Education Standards ◽  
Scientific Arguments

The National Science Education Standards as well as the 2061 project reaffirm the conviction that inquiry is central to the achievement of scientific literacy. The National Science Education Standards use the term inquiry in two ways: (1) inquiry as content understanding, in which students have opportunities to construct concepts, patterns, and to create meaning about an idea in order to explain what they experience and (2) inquiry in terms of skills and abilities. Under the category of abilities or skills, Bybee includes identifying and posing scientifically oriented questions, forming hypotheses, designing and conducting scientific investigations, formulating and revising scientific explanations, and communicating and defending scientific arguments. It is suggested that many of these abilities and skills are in alignment with those that characterize inquiry-type laboratory work, an activity that puts the student in the center of the learning process. Thus, the following chapter will mainly deal with the inquiry-based science education in the laboratory.

scholarly journals TESTE DE ALFABETIZAÇÃO CIENTÍFICA BÁSICA: PROCESSO DE REDUÇÃO E VALIDAÇÃO DO INSTRUMENTO NA LÍNGUA PORTUGUESA

2018 ◽  
Vol 3 (2) ◽  
pp. 575-594 ◽  
Author(s):  
Patrick Alves Vizzotto ◽  
Luiz Fernando Mackedanz
Keyword(s):  
Science Education ◽  
Nature Of Science ◽  
Scientific Literacy ◽  
Large Time ◽  
School Context ◽  
Statistical Techniques ◽  
International Literature ◽  
Federal Institute ◽  
Scientific Phenomena ◽  
The City

Resumo: Este estudo teve por objetivo apresentar o processo de redução instrumental do Teste de Alfabetização Científica Básica (TACB), de Laugksch e Spargo (1996). Este instrumento, de referência na literatura nacional e internacional, é constituído por 110 questões que versam sobre conceitos e fenômenos científicos, natureza da ciência e impactos da ciência e tecnologia sobre a sociedade e ambiente. O seu tamanho pode inviabilizar a aplicação dentro do contexto escolar, pois é necessário grande tempo para respondê-lo e, por isso, corre-se o risco de comprometer o compromisso dos participantes para com as respostas assinaladas. Uma possibilidade de solução é reduzi-lo para um número menor de itens, por meio de técnicas estatísticas, sem que sua validade, confiabilidade e poder de medida sejam prejudicados. Para isso, uma aplicação do TACB foi realizada no primeiro semestre de 2018 em 141 indivíduos, egressos do Ensino Médio, ingressantes de um Instituto Federal da cidade de Pelotas/RS. Como resultados, obteve-se uma redução para 45 itens, mantendo semelhantes os índices de validação do instrumento original. Espera-se que este instrumento possa contribuir com docentes e pesquisadores da área, auxiliando-os na apresentação de diagnósticos sobre a Alfabetização Científica no contexto brasileiro.Palavras-chave: Letramento Científico. Educação em Ciências. Confiabilidade. Abstract: This study aimed to present the process of reducing instrumental Test of Basic Scientific Literacy (TBSL) of Laugksch and Spargo (1996). This instrument, with reference in national and international literature, consists in 110 questions relating concepts and scientific phenomena, the nature of science and impacts of science and technology on society and on the environment. The questionnaire size can derail the application on school context, because it requires large time to answer it, and also there is a risk of compromising the participant’s commitment about the marked answers. A possible solution is to reduce it to a smaller number of items, by using statistical techniques, so that the validity, reliability and power of measurement wouldn’t be harmed. Then, an application of the TBSL was held in the first half of 2018 in 141 individuals, graduates from high school, entering a Federal Institute of the city of Pelotas/RS. As a result, it got a reduction to 45 items, keeping similar validation indexes of the original instrument. It is expected that this instrument can contribute with teachers and researchers, assisting them to present diagnostics about the Scientific Literacy in Brazilian context.Keywords: Scientific Literacy. Science Education. Reliability.

scholarly journals Science Education as an Instrument for the Enhancement of National Security in Nigeria.

2019 ◽  
pp. 201-209
Author(s):  
Regina I. E.
Keyword(s):  
Science Education ◽  
National Security ◽  
Learning Process ◽  
National Development ◽  
The Other ◽  
Practical Application ◽  
Life Long Learning ◽  
Security Challenges ◽  
The Many ◽  
Definition Of

Education is conceived to be a life-long learning process that begins with the birth and ends with the death of a person. Education has equally been defined as a process by which individuals are assisted formally through proper direction and guidance to develop their capacities for their own benefit and that of the society. Science education on the other hand is a field of study that exposes learners to the contents as well as the methodology (processes) of acquiring scientific knowledge for practical application in relevant and applicable areas of life endeavours.This paper critically examined the dimensions of national security in Nigeria, the essence of government vis-à-vis citizens expectation, the definition of national security, the issue of insecurity, the many security challenges bedeviling the country and how Science education as an instrument can be used for the enhancement of national security in Nigeria. Since national security is important for national development, it is therefore meaningless to talk of development in the absence of national security. In otherwords, insecurity in a nation is a treat to development. In a state of insecurity, development is as elusive as a mirage. Useful recommendations were also made.

Politeness Strategy Used in 10th Grade Students’ Anecdote Text

2019 ◽  
Vol 5 (1) ◽  
pp. 72-78
Author(s):  
Novita Mulyana ◽  
Made Budiarsa ◽  
Made Sri Satyawati
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Communication Theory ◽  
The Other ◽  
Pragmatic Competence ◽  
Ethnography Of Communication ◽  
Public Issues ◽  
Writing Test ◽  
10Th Grade

This research was aimed to find out the types of politeness strategy that is used by 10th grade students to express criticism towards public issues through an anecdote text as well as the implication on the teaching and learning process of anecdote text in SMK TI Bali Global Jimbaran. There were fifteen anecdote texts analyzed in this research and they were collected through a writing test conducted in a 10th grade class in SMK TI Bali Global Jimbaran. The data were classified and analyzed based on the politeness strategy theory proposed by Brown and Levinson (1987) and ethnography of communication theory proposed by Hymes (1973). The result of the analysis shows that from the fifteen anecdote texts collected, there were only two types of politeness strategy found to be used in expressing criticism, they are bald on record strategy and off record strategy. There are ten anecdote texts composed by the students found using bald on record strategy, while the other five anecdotes using off record strategy in expressing criticism towards public issues. In other words, more students still used the more risky way of expressing criticisms, therefore it is important for the teacher to choose or design a better model of learning which can improve the students’ pragmatic competence.

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

2019 ◽  
Vol 1 (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.

scholarly journals Bibliometric analysis of scientific literacy using VOS viewer: Analysis of science education

2021 ◽  
Vol 1796 (1) ◽  
pp. 012096
Author(s):  
Denti Nanda Effendi ◽  
Irwandani ◽  
Welly Anggraini ◽  
Agus Jatmiko ◽  
Henita Rahmayanti ◽  
...  
Keyword(s):  
Science Education ◽  
Bibliometric Analysis ◽  
Scientific Literacy ◽  
Vos Viewer

Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada

2021 ◽  
pp. 209653112096678
Author(s):  
Guihua Zhang ◽  
Yuanrong Li ◽  
George Zhou ◽  
Sonia Wai-Ying Ho
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Survey Design ◽  
Science Teacher Education ◽  
Teaching Behaviors ◽  
Preservice Science Teachers

Purpose: The Nature of Science (NOS) is an important component of scientific literacy. Science teachers’ Views of the Nature of Science (VNOS) directly affect their teaching behaviors. Therefore, it is of great significance to explore science teachers’ VNOS and find ways of improvement. This study was designed to comparatively investigate preservice science teachers’ VNOS between China and Canada. Design/Approach/Methods: The study employed a survey design to explore how Chinese and Canadian preservice science teachers understood the seven different aspects of NOS. Findings: Data showed that preservice science teachers in China and Canada both hold a modern view about science education. The level of Chinese and Canadian participants’ understanding of NOS was above the relatively naive level. Chinese teachers had better macro-understanding toward science education but their micro-mastery was insufficient. While the Canadian participants had a better understanding of the NOS than their Chinese counterparts. Originality/Value: Based on the research results and the experience of science education and teacher education in Canada, we suggested that there is a need to reconstruct the preservice science teacher education curriculum in China and promote the transformation in the science teacher educational system.

Research on SUE DTA Model with Constant Demand Based on Probit Model

2011 ◽  
Vol 374-377 ◽  
pp. 2605-2609
Author(s):  
Lei Shi ◽  
Li Gao
Keyword(s):  
Logit Model ◽  
Existence And Uniqueness ◽  
Probit Model ◽  
The Other ◽  
A Algorithm ◽  
Model Based

Logit model is among the most important model in SUE DTA study. A lot of work have been done based on Logit model. As the other very important SUE DTA model, Probit model has not been the focus of many researcher. This paper presents a SUE model based on Probit model, which aims at building up the Probit model with constant demand. The existence and uniqueness of the model is presented, Finally, a algorithm is given.

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