Fostering the 21st Century Skills through Scientific Literacy and Science Process Skills
TL;DR: The 21st century skills comprised of four main domains namely digital age literacy, inventive thinking, effective communication, and high productivity Scientific literacy is one of the skills required in digital-age literacy It means knowledge and understanding of scientific concepts and processes required for personal decision-making, participation in civic and cultural affairs, and economic productivity as discussed by the authors.
About: This article is published in Procedia - Social and Behavioral Sciences.The article was published on 2012-10-17 and is currently open access. It has received 275 citations till now. The article focuses on the topics: 21st century skills & Skills management.
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16 Jun 2019
TL;DR: The results of this study found that the achievement of science process skills for the experimental group was higher than the control group, contributing significantly to the current knowledge about the effectiveness of guided inquiry models through virtual laboratories to improve students'science process skills in physics teaching.
Abstract: Science process skills are one of the indicators to know the level of achievement of physics teaching goals. This research examines the influence of guided inquiry models through virtual laboratories on students' science process skills. The research was a quasi-experiment conducted at the senior high school in Mataram, Lombok. The samples were class XI students, as many as 58 people divided into two sample groups: experimental and control groups. The guided inquiry model through the virtual laboratory was applied to the experimental group and the conventional model for the control group. The instrument used was a performance sheet. A t-test was used to analyze the effect of learning model on science process skill. The results of this study found that the achievement of science process skills for the experimental group was higher than the control group. The guided inquiry models through virtual laboratory have a significant effect on science process skills, especially on skills: hypothesizing, practicing, and communicating. These findings contribute significantly to the current knowledge about the effectiveness of guided inquiry models through virtual laboratories to improve students' science process skills in physics teaching .
67 citations
TL;DR: In this paper, a study was conducted to determine the description of the process carried out in the physics education study program on the lens material and the results showed that physics students have done their own lab work in the learning process that has been incorporated into the good category.
Abstract: The purpose of this study was to determine the description of the process carried out in the physics education study program on the lens material. The process skills used in this study are the methods used, namely measurement, measurement and measurement processes which consist of table data, data, and training, conducting experiments. Total sampling technique was choosen to recruit 91 students to participate in the study. They are contracted in basic physics practicum courses. The results show that physics students have done their own lab work in the learning process that has been incorporated into the good category. The science process skills that are most mastered in concave movement practices are observations with a percentage of 51.65% and have an average of 82.76. Whereas for convex lens practices are skills and data that have good categories with a percentage of 81.32% and have an average of 73.67.
64 citations
Cites background from "Fostering the 21st Century Skills t..."
...In learning science, process skills consist of basic process skills and integrated process skills [10]....
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...While integrated skills are more complex skills that include identifying variables, constructing a table of data, constructing a graph, describing relationships between variables, acquiring and processing data, analyzing investigations, constructing hypotheses, defining operational variables, designing investigation and experimenting [12] Turiman [10] basic process skills are skills that must be mastered before mastering integrated process skills....
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...While integrated skills are more complex skills that include identifying variables, constructing a table of data, constructing a graph, describing relationships between variables, acquiring and processing data, analyzing investigations, constructing hypotheses, defining operational variables, designing investigation and experimenting [12] Turiman [10] basic process skills are skills that must be mastered before mastering integrated process skills....
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60 citations
TL;DR: In this paper, a study aimed to produce valid, practical and effective guided inquiry model science learning materials to enhance science literacy skill of prospective MI teachers, and the tryout of the materials was implemented to students of MI teacher education of Unipdu Jombang at academic year of 2015/2016 semesters 3 using One Group Pretest Posttest Design.
Abstract: This study aimed to produce valid, practical and effective guided inquiry model science learning materials to enhance science literacy skill of prospective MI teachers. The tryout of the materials was implementedto students of MI teacher educationof Unipdu Jombang at academic year of 2015/2016 semesters 3 using One Group Pretest Posttest Design. The data collections were done using observation, testing, and questionnaires. Data were analysed using descriptive analysis of quantitative, qualitative and non-parametric statistical tests. The findings of the research were: 1) the learning materials were valid; 2) Practicality of the materials was tested through the implementation of lesson plans, while the learners’ activity wereappropriate to the guided inquirymodel; and 3) The effectiveness of the learning materials in terms of improvement of learning outcomes of students was seen from the n-gain with high category and increasing mastery of science literacy skills of learners also scored n-gain with high category and the response of students to the device and the implementation of learning is very positive. It was concluded that the materials were valid, practical, and effective to enhance science literacy skills of prospective MI teachers.
49 citations
16 Jul 2019
TL;DR: E-assessment is important to use because it can make it easier for teachers to make an assessment of themselves because it is in line with the Industrial Revolution 4.0.
Abstract: – The use of technology in education can be utilized in the assessment, namely in the form of e-assessment. E-assessment is an assessment with an online system (e-assessment). Can make assessment more efficient in terms of time, funding, and achievement of assessment objectives. This study adopted Thiagarajan's research with the stages of development and evaluate. The number of samples used was 168 students and 14 teachers from senior high school 10 in Batanghari and senior high school in 5 Batanghari. The findings of this study are the system description, this motivational e-assessment is made from MySQL software, because of the ease of installation and use and small hard drives and memory traces. And this application can be used simultaneously. Exploration results show that effective assessment using motivational e-assessment has a good category of 72.6% with a total of 122 students from 168 students. Then the response of teachers using motivational e-assessment is in a good category 50.0% with a total of 7 teachers from 14 teachers, which means the teacher's response to student motivation is very good in assessment or evaluation. This is that e-assessment is important to use because it can make it easier for teachers to make an assessment of themselves because it is in line with the Industrial Revolution 4.0.
44 citations
Cites background from "Fostering the 21st Century Skills t..."
...Four domains of the 21st century are literacy digital era, High Order Thingking Skills, collaboration social skills and productivity in the production [1]....
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References
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01 Jan 2009
3,657 citations
Book•
01 Jan 2006
TL;DR: The John D. and Catherine T. MacArthur Foundation report on digital media and learning as discussed by the authors aims to shift the conversation about the digital divide from questions about access to technology to access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed.
Abstract: Many teens today who use the Internet are actively involved in participatory cultures -- joining online communities (Facebook, message boards, game clans), producing creative work in new forms (digital sampling, modding, fan videomaking, fan fiction), working in teams to complete tasks and develop new knowledge (as in Wikipedia), and shaping the flow of media (as in blogging or podcasting). A growing body of scholarship suggests potential benefits of these activities, including opportunities for peer-to-peer learning, development of skills useful in the modern workplace, and a more empowered conception of citizenship. Some argue that young people pick up these key skills and competencies on their own by interacting with popular culture; but the problems of unequal access, lack of media transparency, and the breakdown of traditional forms of socialization and professional training suggest a role for policy and pedagogical intervention.This report aims to shift the conversation about the "digital divide" from questions about access to technology to questions about access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed. Fostering these skills, the authors argue, requires a systemic approach to media education; schools, afterschool programs, and parents all have distinctive roles to play.The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning
1,952 citations
Book•
01 Jan 1990
TL;DR: In this article, a wide-ranging, important volume explores what constitutes scientific literacy in a modern society; the knowledge, skills, and attitudes all students should acquire from their total school experience from kindergarten through high school; and what steps this country must take to begin reforming its system of education in science, mathematics, and technology.
Abstract: In order to compete in the modern world, any society today must rank education in science, mathematics, and technology as one of its highest priorities. It's a sad but true fact, however, that most Americans are not scientifically literate. International studies of educational performance reveal that U.S. students consistently rank near the bottom in science and mathematics. The latest study of the National Assessment of Educational Progress has found that despite some small gains recently, the average performance of seventeen-year-olds in 1986 remained substantially lower than it had been in 1969. As the world approaches the twenty-first century, American schools-- when it comes to the advancement of scientific knowledge-- seem to be stuck in the Victorian age. In Science for All Americans, F. James Rutherford and Andrew Ahlgren brilliantly tackle this devastating problem. Based on Project 2061, a scientific literacy initiative sponsored by the American Association for the Advancement of Science, this wide-ranging, important volume explores what constitutes scientific literacy in a modern society; the knowledge, skills, and attitudes all students should acquire from their total school experience from kindergarten through high school; and what steps this country must take to begin reforming its system of education in science, mathematics, and technology. Science for All Americans describes the scientifically literate person as one who knows that science, mathematics, and technology are interdependent enterprises with strengths and limitations; who understands key concepts and principles of science; who recognizes both the diversity and unity of the natural world; and who uses scientific knowledge and scientific ways of thinking for personal and social purposes. Its recommendations for educational reform downplay traditional subject categories and instead highlight the connections between them. It also emphasizes ideas and thinking skills over the memorization of specialized vocabulary. For instance, basic scientific literacy means knowing that the chief function of living cells is assembling protein molecules according to the instructions coded in DNA molecules, but does not mean necessarily knowing the terms "ribosome" or "deoxyribonucleic acid." Science, mathematics, and technology will be at the center of the radical changes in the nature of human existence that will occur during the next life span; therefore, preparing today's children for tomorrow's world must entail a solid education in these areas. Science for All Americans will help pave the way for the necessary reforms in America's schools.
1,934 citations
Book•
01 Apr 1994
TL;DR: This book discusses Literacy in Everyday Life, an Integrated Approach to Literacy, and some Implications of an Ecological View, which addresses Language Issues in Adult Literacy.
Abstract: Preface. 1. An Integrated Approach to Literacy. 2. Talking About Literacy. 3. The Social Basis of Literacy. 4. Literacy Embedded in Language. 5. Languages and Literacies. 6. Configurations of Language. 7. Writing Systems and Other Notations. 8. Points in History. 9. The Roots of Literacy. 10. Emergent Literacy. 11. Public Definitions of Literacy. 12. School Practices. 13. Adults and World Literacy. 14. Some Implications of an Ecological View. Notes. References. Index.
1,573 citations
TL;DR: In this article, a distinction between fundamental and derived senses of literacy is drawn to show that scientific literacy tends to attend to the derived sense but tend to neglect the fundamental sense, and that such notions fail to address a central component of scientific literacy.
Abstract: This paper draws upon a distinction between fundamental and derived senses of literacy to show that conceptions of scientific literacy attend to the derived sense but tend to neglect the fundamental sense. In doing so, they fail to address a central component of scientific literacy. A notion of literacy in its fundamental sense is elaborated and contrasted to a simple view of reading and writing that still has much influence on literacy instruction in schools and, we believe, is widely assumed in science education. We make suggestions about how scientific literacy would be viewed differently if the fundamental sense of literacy were taken seriously and explore some educational implications of attending to literacy in its fundamental sense when teaching science. © 2003 Wiley Periodicals, Inc. Sci Ed87:224–240, 2003; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10066
1,162 citations