The Use of Storytelling to Promote Literacy Skills in Biology Education

2021 ◽  
pp. 155-177
Author(s):  
Tamara Esquivel Martin ◽  
Jose Manuel Pérez Martín ◽  
Beatriz Bravo Torija
Keyword(s):  
Cell Division ◽  
Problem Solving ◽  
Scientific Literacy ◽  
Biology Education ◽  
Scientific Discourse ◽  
Literacy Skills ◽  
Teaching Sequence ◽  
Closed Set ◽  
A Cell ◽  
Reference Knowledge

This chapter provides biology teachers with a cell division-based teaching sequence to develop the literacy skills of 10th grade students using the storytelling potential. The objectives are 1) to analyze the design process of this sequence and 2) to examine how it is implemented in two classrooms in terms of a communicative approach. The sequence design is informed by the didactical transposition approach. The authors analyze the transformation of reference knowledge, firstly, into a teaching sequence of four activities organized around authentic issues, such as cancer treatment or reproductive problems, and then, into taught knowledge. The results show that the use of storytelling in design could enhance students' scientific literacy, scientific discourse, and problem-solving competence, as it allows for their greater participation (80-90% of utterances). Interactive approaches (8/10 episodes) predominate in experts-learners discussions, improving students' view of science as a process and not as a closed set of notions.

scholarly journals Blended Learning Station-Rotation Model: Does it Impact on Preservice Teachers' Scientific Literacy?

2021 ◽  
Vol 7 (3) ◽  
pp. 317
Author(s):  
Gito Hadiprayitno ◽  
Kusmiyati Kusmiyati ◽  
Ayudya Lestari ◽  
Marheny Lukitasari ◽  
Akhmad Sukri
Keyword(s):  
Preservice Teachers ◽  
Blended Learning ◽  
Scientific Literacy ◽  
Biology Education ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Choice Test ◽  
Research Subjects ◽  
Teacher Students ◽  
Rotation Model

This study aims to test the effectiveness of the blended learning rotation model to improve the scientific literacy skill of prospective teacher students. The design of this study used the Posttest-only design with nonequivalent groups. The research subjects were 76 students majoring in biology education at Universitas Mataram. The research was done to two experimental groups, namely the blended learning station rotation model (BLSRM) and regular learning (RL). The research instrument used a multiple-choice test which refers to the aspects of scientific literacy competence according to PISA. The data analysis technique was carried out descriptively, complete with the Hotelling's T2 test to test the effect of BLSRM on students' scientific literacy skills. The results showed that students' scientific literacy skills were in the very low category (mean BLSRM = 38.50, RL = 34.22) and there was no effect of BLSRM on students' scientific literacy skills (Hotteling Trace = .098 and Sig. = .080). To improve students' scientific literacy skills, BLSRM needs to be combined with other models such as problem-solving model, so it can be an effective strategy in science learning

scholarly journals Assessing Using Technology: Is Electronic Portfolio Effective To Assess the Scientific Literacy on Evolution Theory

2020 ◽  
Vol 15 (12) ◽  
pp. 230
Author(s):  
Muji Sri Prastiwi ◽  
Badrun Kartowagiran ◽  
Endang Susantini
Keyword(s):  
Scientific Literacy ◽  
Industrial Revolution ◽  
Assessment Tool ◽  
Biology Education ◽  
Electronic Portfolio ◽  
Literacy Skills ◽  
Online Discussions ◽  
Evolution Theory ◽  
Classroom Activities ◽  
Reading Activities

This study used a sequential exploratory mixed method to examine the effectiveness of using an electronic portfolio to assess the scientific literacy of evolution theory. As much as 135 university students majoring in biology education were involved as research participants. They were asked to create the electronic portfolio by using any learning artifacts produced during the classroom activities including direct and virtual practicums, reading activities, direct and online discussions, quizzes, and formative examinations. Evolutionary Scientific Literacy by electronic portfolio consists of Scientific Literacy skills namely Nominal, Functional, Conceptual, Multidimensional levels, and electronic portfolios skills namely beginner, intermediate, proficient and advanced level. The results depicted that the Evolutionary Scientific Literacy skills of students were at the beginner-nominal level (71.4%) and the advanced-multidimensional level (9.5%). Another finding disclosed was that students showed a positive response to the electronic portfolio creation. This study suggests that an electronic portfolio can be used as an assessment tool of the scientific literacy of evolution theory relevant to industrial revolution 4.0.

Reading Fiction in Biology Class to Enhance Scientific Literacy

2016 ◽  
Vol 78 (8) ◽  
pp. 644-650 ◽  
Author(s):  
Helen C. Boswell ◽  
Tasha Seegmiller
Keyword(s):  
United States ◽  
Undergraduate Education ◽  
Scientific Literacy ◽  
Lesson Plan ◽  
The United States ◽  
Scientific Discourse ◽  
Literacy Skills ◽  
Biology Students ◽  
Biology Class ◽  
Creativity And Innovation

Students in the United States struggle with literacy skills, a problem that extends into their undergraduate education and beyond. Particularly in the sciences, reading assignments are usually singularly academic in nature and do not impart the importance of creativity and innovation. We propose a curriculum strategy and lesson plan that employs a “reading across the curriculum” approach to enhance literacy skills in biology students while simultaneously encouraging scientific discourse and creativity.

scholarly journals The gene responsible for Werner syndrome may be a cell division "counting" gene.

1993 ◽  
Vol 90 (24) ◽  
pp. 12030-12034 ◽  
Author(s):  
R. G. Faragher ◽  
I. R. Kill ◽  
J. A. Hunter ◽  
F. M. Pope ◽  
C. Tannock ◽  
...  
Keyword(s):  
Cell Division ◽  
Werner Syndrome ◽  
A Cell

scholarly journals Student performance on the Test of Scientific Literacy Skills (TOSLS) does not change with assignment of a low-stakes grade

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Verónica A. Segarra ◽  
Nicole M. Hughes ◽  
Kristin M. Ackerman ◽  
Michael H. Grider ◽  
Todd Lyda ◽  
...  
Keyword(s):  
Student Performance ◽  
Scientific Literacy ◽  
Literacy Skills

Inhibition of DNA synthesis and cell division by a cell surface sialoglycopeptide

1989 ◽  
Vol 139 (2) ◽  
pp. 269-274 ◽  
Author(s):  
Heideh Fattaey ◽  
Terry C. Johnson ◽  
Hsin-Hwei Chou
Keyword(s):  
Cell Division ◽  
Cell Surface ◽  
Dna Synthesis ◽  
A Cell ◽  
Inhibition Of Dna Synthesis

scholarly journals Promoting male and female students’ scientific literacy skills through RICOSRE learning model

2021 ◽  
Author(s):  
Susriyati Mahanal ◽  
Siti Zubaidah ◽  
Windy Rosyadah Mukti ◽  
Maya Agustin ◽  
Deny Setiawan
Keyword(s):  
Scientific Literacy ◽  
Learning Model ◽  
Female Students ◽  
Literacy Skills ◽  
Male And Female

Determination of Gender Differential Item Functioning in Tegal Students' Scientific Literacy Skills with Integrated Science (SLiSIS) Test Using Rasch Model

2021 ◽  
Vol 10 (2) ◽  
pp. 270-281
Author(s):  
P. Susongko ◽  
Y. Arfiani ◽  
M. Kusuma
Keyword(s):  
High School Students ◽  
Construct Validity ◽  
Differential Item Functioning ◽  
Rasch Model ◽  
Scientific Literacy ◽  
Wald Test ◽  
Literacy Skills ◽  
School Students ◽  
Integrated Science ◽  
Item Functioning

The emergence of Differential Item Functioning (DIF) indicates an external bias in an item. This study aims to identify items at scientific literacy skills with integrated science (SLiSIS) test that experience DIF based on gender. Moreover, it is analyzed the emergence of DIF, especially related to the test construct measured, and concluded on how far the validity of the SLiSIS test from the construct validity of consequential type. The study was conducted with a quantitative approach by using a survey or non-experimental methods. The samples of this study were the responses of the SLiSIS test taken from 310 eleventh-grade high school students in the science program from SMA 2 and SMA 3 Tegal. The DIF analysis technique used Wald Test with the Rasch model. From the findings, eight items contained DIF in a 95 % level of trust. In 99 % level of trust, three items contained DIF, items 1, 6, and 38 or 7%. The DIF is caused by differences in test-takers ability following the measured construct, so it is not a test bias. Thus, the emergence of DIF on SLiSIS test items does not threaten the construct validity of the consequential type.

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