Nature of Science and Scientific Inquiry as Contexts for the Learning of Science and Achievement of Scientific Literacy
01 Sep 2013-International Journal of Education in Mathematics, Science and Technology-Vol. 1, Iss: 3, pp 138-147
TL;DR: The integration of explicit, reflective instruction about nature of science (NOS) and scientific inquiry (SI) in traditional science content is addressed as a means through which the development of scientific literacy is fostered as mentioned in this paper.
Abstract: Although the reasons for concern about quality differ from nation to nation, the primary rallying point for science education reform is the perceived level of scientific literacy among a nationâs populace. The essential nature of scientific literacy is that which influences studentsâ decisions about personal and societal problems. Beyond this, however, educators work to influence studentsâ ability to view science through a more holistic lens. Examining the philosophy, history, and sociology of science itself has the potential to engender perceptions of science, in the broader context, that can impact the lens through which students view the world. The integration of explicit, reflective instruction about nature of science (NOS) and scientific inquiry (SI) in traditional science content is addressed as a means through which the development of scientific literacy is fostered.
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TL;DR: The following extract from a review in "Dodsley's Annual Register for 1767" of Dr. Adam Ferguson's essay on the "History of Civil Society" may be of interest as mentioned in this paper.
Abstract: THE following extract from a review in “Dodsley's Annual Register for 1767” of Dr. Adam Ferguson's essay on the “History of Civil Society” may be of interest:—
295 citations
TL;DR: This paper found that science students who report experiencing low levels of inquiry-oriented learning activities are found to have above average levels of science literacy, but below-average levels of interest in science, and below average levels on six variables that reflect students' engagement in science.
Abstract: In this study, we examine patterns of students’ literacy and engagement in science associated with different levels of “inquiry-oriented” learning reported by students in Australia, Canada, and New Zealand. To achieve this, we analyzed data from the Organisation for Economic Co-operation and Development's 2006 Programme for International Student Assessment, which had science as its focus. Consistently, our findings show that science students who report experiencing low levels of inquiry-oriented learning activities are found to have above-average levels of science literacy, but below-average levels of interest in science, and below-average levels on six variables that reflect students’ engagement in science. Our findings show that the corollary is also true. Across the three countries, students who report high levels of inquiry-oriented learning activities in science are observed to have below-average levels of science literacy, but above-average levels of interest in learning science, and above-average engagement in science. These findings appear to run counter to science education orthodoxy that the more students experience inquiry-oriented teaching and learning, the more likely they are to have stronger science literacy, as well as more positive affect toward science. We discuss the implications of these findings for science educators and researchers.
84 citations
TL;DR: The authors investigated the relation between inquiry-based teaching and achievement by taking into account the possible existence of nonlinear relations using Norwegian TIMSS 2015 data and found that the relationship was curvilinear.
74 citations
TL;DR: In this paper, the authors analyzed and described the ability of a student science concepts from the aspect of scientific literacy that includes aspects of scientific knowledge, scientific competence, scientific context as well as the factors that influence the students' science literacy skills, and found that 66.2% of students considered the theory and explained concepts correctly, but they had a limited understanding and were difficult to connect to the concept of his own opinion.
Abstract: The fundamental issue is the growing use of scientific information possessed by students to solve problems in daily life and produce useful scientific source from scientific literacy. The purpose of the research was to analyze and describe the ability of a student science concepts from the aspect of scientific literacy that includes aspects of scientific knowledge, scientific competence, scientific context as well as the factors that influence the students' science literacy skills. This research was quantitative descriptive analysis. The instrument used was a matter of objective 40 along with the reasons of the physics concept and biology concepts that are used to measure aspects of scientific knowledge, scientific competence, and scientific context, while the students' attitudes towards science and science teaching and learning strategies measured by questionnaire instrument. Instruments used included multiple-choice test questions reasoned and questionnaires (the attitude of science and science teaching and learning strategies). Based on data analysis it was known that the ability of science literacy PGSD UMK students varied, 66.2% of students were at the level of nominal and 33.8% of the students were at the functional level. It showed that 66.2% of students already had a concept for connecting science with other disciplines, could write a scientific term, but students still had misconceptions, while 33.8% of students considered the theory and explained concepts correctly, but they had a limited understanding and were difficult to connect to the concept of his own opinion.
53 citations
Cites background from "Nature of Science and Scientific In..."
...Furthermore, scientific literacy can be promoted by problem solving skill in personal and social (Lederman et al., 2013)....
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...Furthermore, scientific literacy can be pro- moted by problem solving skill in personal and social (Lederman et al., 2013)....
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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
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7,908 citations
Book•
01 May 2014
TL;DR: A collection of classic essays written throughout Popper's illustrious career, expounding and defending his 'fallibilist' theory of knowledge and scientific discovery.
Abstract: A collection of classic essays written throughout Popper's illustrious career, expounding and defending his 'fallibilist' theory of knowledge and scientific discovery. He applies his thinking not only to the philosophy of science, but also to a range of other concerns, from political theory to the mind-body problem.
4,621 citations
"Nature of Science and Scientific In..." refers background in this paper
...This holds irrespective of the amount of empirical evidence gathered in the support of one of these ideas or the other (Popper, 1963, 1988)....
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2,809 citations
TL;DR: A comprehensive review of the empirical literature (both quantitative and qualitative) has yet to be presented as mentioned in this paper, but the overall purpose of this review is to help clarify what has been learned and to elucidate the basic assumptions and logic which have guided earlier research efforts.
Abstract: The development of adequate student conceptions of the nature of science has been a perennial objective of science instruction regardless of the currently advocated pedagogical or curricular emphases. Consequently, it has been an area of prolific research characterized by several parallel, but distinct, lines of investigation. Although research related to students' and teachers' conceptions of the nature of science has been conducted for approximately 40 years, a comprehensive review of the empirical literature (both quantitative and qualitative) has yet to be presented. The overall purpose of this review is to help clarify what has been learned and to elucidate the basic assumptions and logic which have guided earlier research efforts. Ultimately, recommendations related to both methodology and the focus of future research are offered.
2,052 citations
"Nature of Science and Scientific In..." refers background in this paper
...Indeed, most scientists and science educators have agreed upon this objective for the past 100 years (Central Association of Science and Mathematics Teachers, 1907; Kimball, 1967-68; Lederman, 1992; 2007)....
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...The phrase “nature of science” typically refers to the epistemology of science, science as a way of knowing, or the values and beliefs inherent to the development of scientific knowledge (Lederman, 1992, 2007)....
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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