scholarly journals Does Teacher Education Program Affect on Development of Teacher Candidates’ Bioethical Values, Scientific Literacy Levels and Empathy Skills?

2020 ◽  
Vol 13 (5) ◽  
pp. 80
Author(s):  
Duygu Turgut ◽  
Zeha Yakar
Keyword(s):  
Science Teacher ◽  
Nature Of Science ◽  
Teacher Candidates ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Positive Relation ◽  
School Year ◽  
Science Technology Society ◽  
Science Technology ◽  
Genetic Interventions

The aim of this study is to evaluate science teacher candidates based on bioethical values, scientific literacy level and empathy skills and to determine their associations. Therefore, descriptive model was used for the study. The sample of the study consists total of 286 teacher candidates from first, second, third and fourth grade of Faculty of Education Science Teaching department. Results of the study revealed that bioethical values for “Benefits of Biotechnology Applications”, “Science and Ethics”, “Reproductive Technologies and Cloning”, “Controlling the Genetic Interventions” subscales were increased with school year in science teacher candidates. In addition, science literacy of science teacher candidates for “Nature of Science” and “Science-Technology-Society Relation” subscales were also increased with school year. The study also found a positive relation between bioethical values for two subscales of bioethical values, “Benefits of Biotechnology Applications” and “Controlling the Genetic Interventions”, and science literacy for “Nature of Science” subscales in science teacher candidates. Similarly, a positive relation was found between bioethical values for two subscales, “Benefits of Biotechnology Applications” and “Controlling the Genetic Interventions”, and science literacy for “Science-Technology-Society Relation” subscale in science teacher candidates. Analysis results showed a positive relation between bioethical values and empathy skills of science teacher candidates. In other words, the higher the teacher’s empathy skills, the higher their bioethical values.

scholarly journals Metode Analisis Muatan Literasi Sains pada Buku Ajar Tematik Sekolah Dasar/Madrasah Ibtidaiyah (Studi Deskriptif Pada Buku Tematik Kelas 4 Tema 1)

2020 ◽  
Vol 1 (2) ◽  
pp. 111-119
Author(s):  
Kartika Metafisika ◽  
Husni Abdillah
Keyword(s):  
Nature Of Science ◽  
Scientific Literacy ◽  
Natural Sciences ◽  
Science Technology Society ◽  
Science Technology ◽  
Qualitative Descriptive ◽  
Way Of Thinking ◽  
Descriptive Method ◽  
The Way

This study aims to understand how to analyze literacy content in Natural Sciences (IPA) textbooks. The analysis was carried out on the thematic textbook of curriculum 2013 class 4th entitled “Indahnya Kebersamaan”. The research was conducted using a qualitative descriptive method by mapping Knowledge of Science (KoS), Nature of Science (NoS), Science as The Way of Thinking (WoT), and Science Technology Society (STS) as elements that need to be met in IPA textbooks based on scientific literacy criteria build by Chiapetta. Based on the results of the search, it is known that the Thematic Book for class 4 Theme 1 has generally fulfilled the elements of scientific literacy.

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.

scholarly journals Peningkatan Kemampuan Literasi Sains Dan Teknologi Melalui Model Pembelajaran Sains Teknologi Masyarakat

2019 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Julfi Adrian Nugraha ◽  
Sulistyono Sulistyono ◽  
Uus Toharudin
Keyword(s):  
Water Pollution ◽  
Science Literacy ◽  
Scientific Evidence ◽  
Learning Model ◽  
Technology Literacy ◽  
Literacy Skill ◽  
Science Technology Society ◽  
Science Technology ◽  
The Mean ◽  
Scientific Phenomena

The purpose of the research is to get the description of science literacy skill and technology after the learning process through science technology society� learning model in the sub-concept of water pollution. The method that I used is free eksperimental and the sample of the research is the class X of MIPA 4 from the population of the class X SMAN 2 Indramayu. The research instruments are observation sheet which purposing in analyzing the science literacy and technology of the student, multiple choice consisting of 20 questions which are given through pretest and posttest, and questionnaire which analyze the student�s response after the learning. The observation result shows that in the science technology society� learning model have few obstacles: inadequate of facilities and infrastructure, students� lack of the knowledge, lack of preparation and lack of time. In general, the students are quite capable to do three kinds of the science literacy aspects and two kinds aspects of technology literacy. The three aspects of science literacy includes: explanation in regards to the scientific phenomena, designing and evaluating scientific exploration, and the use of scientific evidence. Technology literacy includes: management and evaluation of information gathers from all source of media and understanding the utilization of technology. Learning through Science technology society� model can improved the student�s science and technology literacy in gaining knowledge, skill and attitude. The knowledge that the student get are more meaningful and will be longer lasting in their mind. Based on the analyisi the mean Pretest� is 49,5 and the mean� () posttest is 70,7. After that, I conducted the test of t and the result is thitung (0,86) > ttabel (0,05), which means this is significantly different. The analysis of questionnaire shows that most of the students give positive response to the indicator with the mean of them is more than 75%Keywords: Science Literacy; Technolgy Literacy; Science technology society; Water Pollution

scholarly journals A Alfabetização Científica Presente no Cotidiano da Educação Infantil

2019 ◽  
Vol 20 (2) ◽  
pp. 156
Author(s):  
Gabriela Luisa Henz ◽  
Simone Beatriz Reckziegel Henckes ◽  
Andreia Aparecida Guimarães Strohschoen ◽  
Jacqueline Silva da Silva
Keyword(s):  
Scientific Literacy ◽  
Teaching And Learning ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Science Technology Society ◽  
Science Technology ◽  
Semistructured Interviews ◽  
Scientific Terms

A alfabetização científica (AC) designa um ensino que permite ao aluno interagir com uma nova cultura, nova forma de ver o mundo no qual está inserido e os acontecimentos de forma reflexiva e crítica. Almeja a compreensão de termos e de conceitos científicos fundamentais, reconhecendo as relações existentes entre ciência, tecnologia, sociedade e o ambiente em que o aluno está inserido. Neste contexto, o principal objetivo do presente artigo é problematizar as percepções de professores de turmas de Educação Infantil sobre a AC e quais atividades que são realizadas que instigam a AC nos alunos. Trata-se de uma pesquisa de cunho qualitativo e exploratório. A coleta de dados foi realizada em uma escola de Educação Infantil localizada no interior do Rio Grande do Sul/Brasil. Foram realizadas entrevistas semiestruturadas com quatro professoras, a partir das análises surgiram três categorias, sendo essas: conhecimento do termo alfabetização científica; percepção das implicações das atividades; trabalho interdisciplinar. Percebeu-se que parte das professoras desconhece o termo, como esse se utiliza e qual impacto traz para aos alunos, realizando assim outras atividades, que instiguem a curiosidade dos alunos. Acredita-se que há um longo caminho a ser percorrido até a AC chegar às escolas e ser visada, principalmente, na Educação Infantil, para assim, cada vez mais cedo formar cidadãos pensantes, críticos, reflexivos e que possam resolver problemas da sociedade de maneira consciente. Palavras-chave: Ensino e Aprendizagem. Crianças. Conceitos Científicos Fundamentais. AbstractThe scientific literacy (AC) designates a teaching that allows the student to interact with a new culture, a new way of seeing the world where it is inserted and the events in a reflexive and critical way. It seeks the understanding of fundamental scientific terms and concepts, recognizing the relationships among  science, technology, society and the environment where the student is inserted. In this contexto tha main objective of the present article is to problematize the teachers’ perceptions of children education’s classes on scientific literacy (ac) and what activities are carried out that instigate the AC in the students. It is a research of a qualitative and exploratory nature. Data collection was performed at a kindergarten school located in the interior of Rio Grande do Sul state / Brazil. Semistructured interviews with four teachers were carried out. Three categories emerged from the analyzes: knowledge of the term scientific literacy, perception of the implications of activities and interdisciplinary work. It was noticed that some of the teachers do not know the term, how it is used and what impact it brings to the students, thus performing other activities that instill the students’ curiosity. It is believed that there is a long way to go until AC reach schools and be targeted, especially in early childhood education, so that increasingly thinking, critical, reflective citizens can be formed that can solve the Society problems of society  consciously. Keywords: Teaching and Learning. Children. Fundamental Scientific Concepts. 

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