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Auswahl der wissenschaftlichen Literatur zum Thema „Scientific literacy“
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Zeitschriftenartikel zum Thema "Scientific literacy"
1
Meinholdt, Debbie. „Scientific Literacy“. American Biology Teacher 82, Nr. 8 (Oktober 2020): 568–69. http://dx.doi.org/10.1525/abt.2020.82.8.568b.
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BAUM, RUDY M. „Scientific Literacy“. Chemical & Engineering News Archive 89, Nr. 16 (18.04.2011): 5. http://dx.doi.org/10.1021/cen-v089n016.p005.
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Clewis, Beth. „Scientific Literacy“. Collection Management 12, Nr. 3-4 (17.05.1990): 101–12. http://dx.doi.org/10.1300/j105v12n03_08.
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Morowitz, Harold J. „Scientific Literacy“. Hospital Practice 30, Nr. 11 (15.11.1995): 17–18. http://dx.doi.org/10.1080/21548331.1995.11443278.
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KOSHLAND, D. E. „Scientific Literacy“. Science 230, Nr. 4724 (25.10.1985): 391. http://dx.doi.org/10.1126/science.230.4724.391.
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TREFIL, JAMES. „SCIENTIFIC LITERACY“. Annals of the New York Academy of Sciences 775, Nr. 1 (Juni 1995): 543. http://dx.doi.org/10.1111/j.1749-6632.1996.tb23172.x.
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Hinman, R. L. „Scientific Literacy“. Science 281, Nr. 5377 (31.07.1998): 647b—647. http://dx.doi.org/10.1126/science.281.5377.647b.
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Maienschein, J. „Scientific Literacy“. Science 281, Nr. 5379 (14.08.1998): 917. http://dx.doi.org/10.1126/science.281.5379.917.
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9
Schmidkunz, Heinz. „Scientific Literacy“. CHEMKON 4, Nr. 2 (1997): 61. http://dx.doi.org/10.1002/ckon.19970040202.
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Raymo, Chet. „Scientific literacy or scientific awareness?“ American Journal of Physics 66, Nr. 9 (September 1998): 752. http://dx.doi.org/10.1119/1.18971.
Der volle Inhalt der QuelleDissertationen zum Thema "Scientific literacy"
1
au, k. murcia@murdoch edu, und Karen Murcia. „Scientific literacy for sustainability“. Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070828.93112.
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We only need to consider public media reports to appreciate that there is growing
concern amongst citizens for sustainability. This concern arises from increasing
appreciation that the current direction and rate of exploitation of resources is not
sustainable and humanitys actions today are arguably compromising future generations
ability to meet their living needs. By drawing on the research of scientists, ranging from
their evidence of the problems of sustainability to those promising solutions, the same
press reports show strong links between sustainability and science. The appearance of
such reports in the public media implies that citizens understand the interaction of
science and sustainability and that they can engage critically with scientific research,
including its applications and implications for sustainability. In this dissertation this
understanding and capacity to engage critically is termed scientific literacy. The general
question governing the research reported in this dissertation arose from this context and
is: What does it mean for citizens to be scientifically literate within the context of
sustainability? More specifically, because it is expected that university graduates are
well educated in a socially relevant manner, with commensurate responsibilities and
influence, the focus question studied in this dissertation is: What does it mean for
university graduates to be scientifically literate?
It became apparent from the review of the literature, that the concept of scientific
literacy was multidimensional. The three key dimensions that emerged were (i) the
fundamental and enduring ideas and concepts of science, (ii) the nature of science and
(iii) the interaction of science with society. These dimensions provided the framework
for the research reported in this dissertation. Within this framework and based on the
literature, two relationships amongst these dimensions were proposed. The first relationship was that the dimensions were in a conceptual hierarchal order, with
successive dimensions including the previous dimensions and expanding upon them.
The second relationship was that students scientific literacy developed sequentially
along the same hierarchy. It was proposed that development occurred sequentially, with
development of concepts of science first, nature of science second and interaction with
society last. It was proposed that a scientifically literate person would have reached the
level of understanding that includes the interaction of science with society. Specific
indicators of the successive dimensions were functional, conceptual/procedural and
multidimensional, which at this highest level, includes the relationship between the first
two dimensions and society.
This framework and the associated indicators were used as a structure and lens for
interrogating the development of scientific literacy of 244 first year university students
enrolled in Australias Murdoch Universitys foundation unit, Life and the Universe.
This is one of five units from which first year students are required to select one. The
units are interdisciplinary in nature with Life and the Universe being a unit that covers
generic issues in science. In part because of its content and in part because it allows
students from all backgrounds to enrol, it was considered suitable for studying,
illustratively, the development of scientific literacy of potential university graduates.
The development of scientific literacy was studied in three ways. First, participants
responded to open questions about a newspaper report of science, before and after their
studying in Life and the Universe, second, they responded to a Likert style questionnaire
regarding the nature of science, again before and after studying the unit, and third, a
subset of participants were involved in a focus group run over two years.
The participants responses to the open questions on the questionnaire were analysed for
their critical engagement with the news brief, in terms of their ability to give reasons
why the text should be accepted or rejected. The nature of requests for extra information
about the news briefs content was also analysed. Analysis of the initial responses to the
open questions showed that more than fifty percent of the participants in this study did
not demonstrate the ability to critically engage with science reported in the news.
The Likert style questionnaire assessed participants conception of the nature of science,
with one end of the continuum reflecting a traditional view that science was a body of
unchanging facts, derived from objective and value free observations, and the other
reflecting a more contemporary view, that scientific knowledge was dynamic, open to
change, had subjective components, and had scientists socially located so that their work
was not free of values. Analysis of the initial responses to the Nature of Science
questionnaire showed that more than fifty percent of the participants were located on the
continuum towards the contemporary, socially located end. However, it also showed that
the majority were still not sufficiently located towards the contemporary end of the
continuum to view science as dynamic, with a changing body of knowledge. There was
no statistically significant difference in these analyses in relation to participants gender,
time out of school, course of enrolment or science background.
Unexpectedly, the comparison in the analysis of the news brief pre and post Life and the
Universe showed that the number of participants engaging critically did not increase.
More expectedly, the comparison of the pre and post Life and the Universe responses to
the Likert scale showed that there was overall a statistically significant increase in the
groups contemporary, socially located, perspective of the nature of science during their
participation in the foundation unit. Specifically, the participants demonstrated raised awareness of the tentative and subjective nature of science and that scientists study a
world in which they are a part and, as such, their work is not objective or value free.
Nevertheless, there was substantial possibility of higher locations on the scale which the
majority of participants did not reach. This statistically significant increase, but
possibility for further improvement, is compatible with the lack of increase in critical
engagement with the news brief and suggests that the statistical increase was not
educationally significant.
The focus group data contributed greater depth of understanding to the researcher about
the range in participants conceptions of the nature of science. The conceptions evident
were consistent with the conclusions from the open questions and Likert style
questionnaire and also highlighted limited understandings of scientific processes or
scientific methods. It was evident that misconceptions and naïve understandings of the
contemporary nature of science were present at the beginning and retained throughout
the foundation unit learning experience. These limitations helped explain participants
inability to engage meaningfully and to question critically the science news briefs
contained in the questionnaires. Data from the focus group also suggested that a limited
understanding of science terms prevented critical engagement with the content of the
news briefs.
Following closely the focus group participants development of scientific literacy over a
two year period, allowed the researcher to gain a greater depth of understanding of the
participants development of scientific literacy than that which could be gained alone
from the large scale administrations of the questionnaire. This experience highlighted
that the development of scientific literacy was far more complex than the originally
proposed sequential development across the three dimensions. The analysis of converging sources of data challenged this proposition and resulted in a reconstruction
of understanding about the development of scientific literacy. It was evident that the
ability and disposition to critically question and act scientifically required parallel
development of science content, socially located conceptions of the nature of science
and understanding of its interaction with society. It was the blended and parallel
development of these knowledge dimensions, at any level, that demonstrated scientific
literacy.
In order to characterise the more complex structure amongst the dimensions in which
parallel development occurred, a rope metaphor was used. This metaphor effectively
represented the observed development of scientific literacy, as it made concrete the
interwoven threads of multidimensional knowledge. It represented more realistically
the complex, intertwining and multidimensional aspects of participants development of
scientific literacy. Re-thinking the development of scientific literacy and representing
the construct with the rope metaphor offered possibilities for effective pedagogy in
higher education. The interaction of multidimensional threads of knowledge seems an
integral part of the development of scientific literacy and suggests the need for teaching
and learning experiences that are holistic in nature and driven by socially relevant
contexts.
2
Dunlap, Daniel R. „Rethinking scientific literacy standards“. Thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06102009-063350/.
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3
Murcia, Karen. „Scientific literacy for sustainability“. Thesis, Murcia, Karen (2006) Scientific literacy for sustainability. PhD thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/216/.
Der volle Inhalt der QuelleAnnotation:
We only need to consider public media reports to appreciate that there is growing concern amongst citizens for sustainability. This concern arises from increasing appreciation that the current direction and rate of exploitation of resources is not sustainable and humanity's actions today are arguably compromising future generations' ability to meet their living needs. By drawing on the research of scientists, ranging from their evidence of the problems of sustainability to those promising solutions, the same press reports show strong links between sustainability and science. The appearance of such reports in the public media implies that citizens understand the interaction of science and sustainability and that they can engage critically with scientific research, including its applications and implications for sustainability. In this dissertation this understanding and capacity to engage critically is termed scientific literacy. The general question governing the research reported in this dissertation arose from this context and is: What does it mean for citizens to be scientifically literate within the context of sustainability? More specifically, because it is expected that university graduates are well educated in a socially relevant manner, with commensurate responsibilities and influence, the focus question studied in this dissertation is: What does it mean for university graduates to be scientifically literate?
It became apparent from the review of the literature, that the concept of scientific literacy was multidimensional. The three key dimensions that emerged were (i) the fundamental and enduring ideas and concepts of science, (ii) the nature of science and (iii) the interaction of science with society. These dimensions provided the framework for the research reported in this dissertation. Within this framework and based on the literature, two relationships amongst these dimensions were proposed. The first relationship was that the dimensions were in a conceptual hierarchal order, with successive dimensions including the previous dimensions and expanding upon them. The second relationship was that students' scientific literacy developed sequentially along the same hierarchy. It was proposed that development occurred sequentially, with development of concepts of science first, nature of science second and interaction with society last. It was proposed that a scientifically literate person would have reached the level of understanding that includes the interaction of science with society. Specific indicators of the successive dimensions were functional, conceptual/procedural and multidimensional, which at this highest level, includes the relationship between the first two dimensions and society.
This framework and the associated indicators were used as a structure and lens for interrogating the development of scientific literacy of 244 first year university students enrolled in Australia's Murdoch University's foundation unit, Life and the Universe. This is one of five units from which first year students are required to select one. The units are interdisciplinary in nature with Life and the Universe being a unit that covers generic issues in science. In part because of its content and in part because it allows students from all backgrounds to enrol, it was considered suitable for studying, illustratively, the development of scientific literacy of potential university graduates. The development of scientific literacy was studied in three ways. First, participants responded to open questions about a newspaper report of science, before and after their studying in Life and the Universe, second, they responded to a Likert style questionnaire regarding the nature of science, again before and after studying the unit, and third, a subset of participants were involved in a focus group run over two years.
The participants' responses to the open questions on the questionnaire were analysed for their critical engagement with the news brief, in terms of their ability to give reasons why the text should be accepted or rejected. The nature of requests for extra information about the news brief's content was also analysed. Analysis of the initial responses to the open questions showed that more than fifty percent of the participants in this study did not demonstrate the ability to critically engage with science reported in the news.
The Likert style questionnaire assessed participants' conception of the nature of science, with one end of the continuum reflecting a traditional view that science was a body of unchanging facts, derived from objective and value free observations, and the other reflecting a more contemporary view, that scientific knowledge was dynamic, open to change, had subjective components, and had scientists socially located so that their work was not free of values. Analysis of the initial responses to the Nature of Science questionnaire showed that more than fifty percent of the participants were located on the continuum towards the contemporary, socially located end. However, it also showed that the majority were still not sufficiently located towards the contemporary end of the continuum to view science as dynamic, with a changing body of knowledge. There was no statistically significant difference in these analyses in relation to participants' gender, time out of school, course of enrolment or science background.
Unexpectedly, the comparison in the analysis of the news brief pre and post Life and the Universe showed that the number of participants engaging critically did not increase. More expectedly, the comparison of the pre and post Life and the Universe responses to the Likert scale showed that there was overall a statistically significant increase in the group's contemporary, socially located, perspective of the nature of science during their participation in the foundation unit. Specifically, the participants demonstrated raised awareness of the tentative and subjective nature of science and that scientists study a world in which they are a part and, as such, their work is not objective or value free. Nevertheless, there was substantial possibility of higher locations on the scale which the majority of participants did not reach. This statistically significant increase, but possibility for further improvement, is compatible with the lack of increase in critical engagement with the news brief and suggests that the statistical increase was not educationally significant.
The focus group data contributed greater depth of understanding to the researcher about the range in participants' conceptions of the nature of science. The conceptions evident were consistent with the conclusions from the open questions and Likert style questionnaire and also highlighted limited understandings of scientific processes or scientific methods. It was evident that misconceptions and naive understandings of the contemporary nature of science were present at the beginning and retained throughout the foundation unit learning experience. These limitations helped explain participants' inability to engage meaningfully and to question critically the science news briefs contained in the questionnaires. Data from the focus group also suggested that a limited understanding of science terms prevented critical engagement with the content of the news briefs.
Following closely the focus group participants' development of scientific literacy over a two year period, allowed the researcher to gain a greater depth of understanding of the participants' development of scientific literacy than that which could be gained alone from the large scale administrations of the questionnaire. This experience highlighted that the development of scientific literacy was far more complex than the originally proposed sequential development across the three dimensions. The analysis of converging sources of data challenged this proposition and resulted in a reconstruction of understanding about the development of scientific literacy. It was evident that the ability and disposition to critically question and act scientifically required parallel development of science content, socially located conceptions of the nature of science and understanding of its interaction with society. It was the blended and parallel development of these knowledge dimensions, at any level, that demonstrated scientific literacy.
In order to characterise the more complex structure amongst the dimensions in which parallel development occurred, a rope metaphor was used. This metaphor effectively represented the observed development of scientific literacy, as it made concrete the interwoven threads of multidimensional knowledge. It represented more realistically the complex, intertwining and multidimensional aspects of participants' development of scientific literacy. Re-thinking the development of scientific literacy and representing the construct with the rope metaphor offered possibilities for effective pedagogy in higher education. The interaction of multidimensional threads of knowledge seems an integral part of the development of scientific literacy and suggests the need for teaching and learning experiences that are holistic in nature and driven by socially relevant contexts.
4
Murcia, Karen. „Scientific literacy for sustainability“. Murcia, Karen (2006) Scientific literacy for sustainability. PhD thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/216/.
Der volle Inhalt der QuelleAnnotation:
We only need to consider public media reports to appreciate that there is growing concern amongst citizens for sustainability. This concern arises from increasing appreciation that the current direction and rate of exploitation of resources is not sustainable and humanity's actions today are arguably compromising future generations' ability to meet their living needs. By drawing on the research of scientists, ranging from their evidence of the problems of sustainability to those promising solutions, the same press reports show strong links between sustainability and science. The appearance of such reports in the public media implies that citizens understand the interaction of science and sustainability and that they can engage critically with scientific research, including its applications and implications for sustainability. In this dissertation this understanding and capacity to engage critically is termed scientific literacy. The general question governing the research reported in this dissertation arose from this context and is: What does it mean for citizens to be scientifically literate within the context of sustainability? More specifically, because it is expected that university graduates are well educated in a socially relevant manner, with commensurate responsibilities and influence, the focus question studied in this dissertation is: What does it mean for university graduates to be scientifically literate?
It became apparent from the review of the literature, that the concept of scientific literacy was multidimensional. The three key dimensions that emerged were (i) the fundamental and enduring ideas and concepts of science, (ii) the nature of science and (iii) the interaction of science with society. These dimensions provided the framework for the research reported in this dissertation. Within this framework and based on the literature, two relationships amongst these dimensions were proposed. The first relationship was that the dimensions were in a conceptual hierarchal order, with successive dimensions including the previous dimensions and expanding upon them. The second relationship was that students' scientific literacy developed sequentially along the same hierarchy. It was proposed that development occurred sequentially, with development of concepts of science first, nature of science second and interaction with society last. It was proposed that a scientifically literate person would have reached the level of understanding that includes the interaction of science with society. Specific indicators of the successive dimensions were functional, conceptual/procedural and multidimensional, which at this highest level, includes the relationship between the first two dimensions and society.
This framework and the associated indicators were used as a structure and lens for interrogating the development of scientific literacy of 244 first year university students enrolled in Australia's Murdoch University's foundation unit, Life and the Universe. This is one of five units from which first year students are required to select one. The units are interdisciplinary in nature with Life and the Universe being a unit that covers generic issues in science. In part because of its content and in part because it allows students from all backgrounds to enrol, it was considered suitable for studying, illustratively, the development of scientific literacy of potential university graduates. The development of scientific literacy was studied in three ways. First, participants responded to open questions about a newspaper report of science, before and after their studying in Life and the Universe, second, they responded to a Likert style questionnaire regarding the nature of science, again before and after studying the unit, and third, a subset of participants were involved in a focus group run over two years.
The participants' responses to the open questions on the questionnaire were analysed for their critical engagement with the news brief, in terms of their ability to give reasons why the text should be accepted or rejected. The nature of requests for extra information about the news brief's content was also analysed. Analysis of the initial responses to the open questions showed that more than fifty percent of the participants in this study did not demonstrate the ability to critically engage with science reported in the news.
The Likert style questionnaire assessed participants' conception of the nature of science, with one end of the continuum reflecting a traditional view that science was a body of unchanging facts, derived from objective and value free observations, and the other reflecting a more contemporary view, that scientific knowledge was dynamic, open to change, had subjective components, and had scientists socially located so that their work was not free of values. Analysis of the initial responses to the Nature of Science questionnaire showed that more than fifty percent of the participants were located on the continuum towards the contemporary, socially located end. However, it also showed that the majority were still not sufficiently located towards the contemporary end of the continuum to view science as dynamic, with a changing body of knowledge. There was no statistically significant difference in these analyses in relation to participants' gender, time out of school, course of enrolment or science background.
Unexpectedly, the comparison in the analysis of the news brief pre and post Life and the Universe showed that the number of participants engaging critically did not increase. More expectedly, the comparison of the pre and post Life and the Universe responses to the Likert scale showed that there was overall a statistically significant increase in the group's contemporary, socially located, perspective of the nature of science during their participation in the foundation unit. Specifically, the participants demonstrated raised awareness of the tentative and subjective nature of science and that scientists study a world in which they are a part and, as such, their work is not objective or value free. Nevertheless, there was substantial possibility of higher locations on the scale which the majority of participants did not reach. This statistically significant increase, but possibility for further improvement, is compatible with the lack of increase in critical engagement with the news brief and suggests that the statistical increase was not educationally significant.
The focus group data contributed greater depth of understanding to the researcher about the range in participants' conceptions of the nature of science. The conceptions evident were consistent with the conclusions from the open questions and Likert style questionnaire and also highlighted limited understandings of scientific processes or scientific methods. It was evident that misconceptions and naive understandings of the contemporary nature of science were present at the beginning and retained throughout the foundation unit learning experience. These limitations helped explain participants' inability to engage meaningfully and to question critically the science news briefs contained in the questionnaires. Data from the focus group also suggested that a limited understanding of science terms prevented critical engagement with the content of the news briefs.
Following closely the focus group participants' development of scientific literacy over a two year period, allowed the researcher to gain a greater depth of understanding of the participants' development of scientific literacy than that which could be gained alone from the large scale administrations of the questionnaire. This experience highlighted that the development of scientific literacy was far more complex than the originally proposed sequential development across the three dimensions. The analysis of converging sources of data challenged this proposition and resulted in a reconstruction of understanding about the development of scientific literacy. It was evident that the ability and disposition to critically question and act scientifically required parallel development of science content, socially located conceptions of the nature of science and understanding of its interaction with society. It was the blended and parallel development of these knowledge dimensions, at any level, that demonstrated scientific literacy.
In order to characterise the more complex structure amongst the dimensions in which parallel development occurred, a rope metaphor was used. This metaphor effectively represented the observed development of scientific literacy, as it made concrete the interwoven threads of multidimensional knowledge. It represented more realistically the complex, intertwining and multidimensional aspects of participants' development of scientific literacy. Re-thinking the development of scientific literacy and representing the construct with the rope metaphor offered possibilities for effective pedagogy in higher education. The interaction of multidimensional threads of knowledge seems an integral part of the development of scientific literacy and suggests the need for teaching and learning experiences that are holistic in nature and driven by socially relevant contexts.
5
Leornard, Samantha Lee. „Scientific literacy and education for sustainable development: developing scientific literacy in its fundamental and derived senses“. Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1010069.
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The importance of developing learners’ scientific literacy in both the fundamental and derived senses has been highlighted by Norris & Phillips (2003). Development of the derived sense of science, which is dependent on the development of a sound fundamental sense of science, aims at promoting scientifically literate societies who are able to make informed decisions concerning the natural environment and the promotion of sustainable livelihoods. In turn, response to increasing recognition of environmental degradation, the United Nations’ Decade of Education for Sustainable Development advocated that the principles, values and practices of sustainable development should be integrated into all aspects of education and learning. However, despite these aspirations, the difficulties of insufficient teacher knowledge and a lack of in-service training, both abroad and within South Africa, remain a challenge. In response to this challenge this study investigated the potential of an Integrated Scientific Literacy Strategy (which aimed at increasing in-service teacher knowledge and skills) to contribute to ESD by developing more scientifically literate teachers and learners in primary education. The study was conducted in 2010 in the Port Elizabeth Metropolitan area in the Eastern Cape, South Africa. The study sample comprised seven schools, with a total of nine teachers and 243 learners participating. As the research is situated within the pragmatic paradigm, a mixed methods approach was followed using Creswell and Plano Clark’s (2007) embedded design’s correlational model whereby quantitative data are rooted within a qualitative design to help verify and explain the outcomes. Qualitative measures were generated through teacher interviews and an analysis of their written portfolios. These data were triangulated against quantitative test data gained from an ANCOVA statistical analysis of the learners’ pre- and post-tests, and both the qualitative and quantitative data gleaned from classroom observations and an analysis of the learners’ science notebooks. The data suggest that, when properly implemented, the Integrated Scientific Literacy Strategy can be used to help teachers develop their learners’ scientific literacy by exposing them to open-ended inquiry investigations. Statistically significant differences (p ≤ 0.01; d=0.88) were noted when comparing improvements in learners’ abilities and understandings of scientific investigations (graphs, variables, inquiry and investigable questions) between those learners whose teachers successfully implemented the strategy in their classrooms, and those learners whose teachers were considered to be ‘non-implementers’ of the strategy. Data from this study also suggest that the successful use of the ISLS enables teachers to integrate issues relating to sustainable development into their natural science lessons. In addition, the learner-orientated approach of the strategy also enabled the learners to engage in autonomous learning environments, aspects of which have been identified as being important for meaningfully learning about and internalising important issues related to ESD.
6
Costa, Waldinete Conceição do Socorro Oliveira da. „The role of scientific institutions in promoting scientific literacy and effective environmental education“. Thesis, University of Strathclyde, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410212.
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7
Dale, Gemma Joanne. „The current state of scientific literacy in Wales“. Thesis, Bangor University, 2016. https://research.bangor.ac.uk/portal/en/theses/the-current-state-of-scientific-literacy-in-wales(cf1ed798-0c12-4f5a-8e52-2365a30d7c4d).html.
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Education leaders and political leaders worldwide are increasingly placing greater emphasis on developing scientific literacy in response to OECD’s PISA testing. This is also the case in Wales where the results of the 2009 and 2012 scientific literacy tests were significantly lower than the rest of the United Kingdom. This thesis considers interpretations of the term scientific literacy in Wales, including confusion over what the term actually means and an exploration of the potential of renaming it ‘scientific competency’ in order to minimise issues regarding current definition. An alternative definition is considered, in addition to an exploration of the current methods of measuring and improving it within the country. A post-positivist approach was adopted in the research. Data were collected through questionnaires, semi-structured interviews and a case study. The analysis of data revealed that Welsh science teachers often had inadequate skills and understanding regarding scientific literacy and this impacted directly upon their ability to measure and improve it within their lessons. This was due to teachers’ perception of a lack of guidance and training. Although there was substantial consensus about the importance of science and scientific literacy to pupils, this was not adequately translated into scientific literacy practices within schools. Large scale educational reform has led to an emphasis on literacy and numeracy skills, but there has been limited focus on science education. In addition, the Welsh education system and its lack of standardised testing may have produced a lack of rigor within science, leading to a decrease in attainment. The study has implications for the professional development of Welsh science teachers and the general teaching of Science within the country and beyond.
8
Thompson, Marilyn Joy. „Literacy challenges faced by students using scientific texts“. Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/142.
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Student perceptions of science text impact on their ability to read and understand; highly developed literacy skills are needed to understand the complex language, and scientific descriptions.Textbooks play a big role in science education: these include complex text features, such as diagrams, charts, tables etc and offer many distractions for students in understanding the information presented here. The skills are also different from those required to read and understand fiction text.The study investigated students’ perceptions and attitudes of changing text types (fiction to non‐fiction) in their transition to secondary school. It also identified challenges they faced in making meaning of science text. There was also a focus on the impact on student achievement as a result of targeted action with identified student groups around the use of non‐fiction text in the classroom.The findings included higher achievement gains for the targeted groups of students, and improved achievement for students in the study. Students were reported to be engaged more fully in the classroom and enjoying learning science as their skills developed. Students, however, appeared to show more enjoyment in reading fiction compared to non‐fiction text.
9
Malcolmson, Elaine. „Coming to terms : an investigation of free-choice learning, scientific literacy and health literacy“. Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6397/.
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The term free-choice learning has received relatively recent support, having been favoured by John Falk from around 2001. Free-choice learning can be described most simply as “the type of learning that occurs most frequently outside of school” (Falk, 2001, p.6). Free-choice science learning has connections with the research areas of science communication, the public understanding of science, public engagement with science and, in particular, informal learning. Additionally, Falk introduced the idea of working knowledge of science as, “knowledge generated by the learner’s own interests and needs” (Falk, Storksdieck and Dierking, 2007, p.464). This thesis explored the terms free-choice learning and working knowledge of science in order to gain a better understanding of their meaning and their importance. The work was carried out to address the following research questions: 1. Can the BodyWorks exhibits be used as a tool to provide evidence of free-choice learning and working knowledge? 2. Can the BodyWorks exhibits be used as a tool to gain a better understanding of free-choice learning and working knowledge? 3. What can be gained from revisiting scientific and health literacy concepts from the perspective of free-choice learning and working knowledge? 4. Can best practice with regards to free-choice learning and working knowledge be shared between the fields of scientific and health literacy? Glasgow Science Centre’s BodyWorks exhibits were used as a tool to empirically investigate free-choice learning and working knowledge. Data were gathered using semi-structured interviews and staff diaries. It was found that 93% of participants referred to some type of free-choice learning experience when discussing the BodyWorks exhibits. A better understanding of free-choice learning and working knowledge was achieved. Free-choice learning and working knowledge were used as a lens through which to revisit the concepts and definitions of scientific literacy and health literacy. This theoretical work provided an insight to key themes developing in this literature and directions for future research. The results of both the empirical and theoretical parts of this thesis combined to produce implications for free-choice learning providers, formal education, the health sector and society. Most importantly the results presented ideas on how these groups could utilise free-choice learning and working knowledge to their benefit.
10
Oswald, Hailey A. „A Content Analysis of Scientific Practices in a Fourth-Grade Commercial Literacy Program“. BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7410.
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Increasing science literacy among all students is a longstanding goal of science education. The most recent national attempt to improve science education, and thereby increase science literacy, came in the form of the Framework for K-12 Science Education and the Next Generation Science Standards, which include 3 dimensions: scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. The purpose of this content analysis was to examine the alignment between 4 of the scientific practices (Asking Questions; Constructing Explanations; Engaging in Argument from Evidence; and Obtaining, Evaluating, and Communicating Information) and a widely used commercial literacy program, Reading Wonders, with the goal of beginning an investigation into whether or not general literacy instruction might be useful in developing science literacy. The science texts and their accompanying recommended instruction in 4th grade Wonders were coded and analyzed using categories derived from the key features of each scientific practice. Findings showed partial, although most often minimal, alignment between Wonders and each of the four practices. Scientific questions were present in Wonders, but rarely asked by students. The analyzed texts included some explanations of how or why scientific phenomena occur, but they were rarely supported by evidence. Similarly, in terms of scientific argument, the texts included some opportunities for students to observe claims being made and supported and to make and support their own claims, but these claims were rarely linked to disciplinary core ideas. Finally, Wonders offered many opportunities for students to observe and/or engage in Obtaining, Evaluating, and Communicating Information. However, these opportunities mainly involved obtaining information from a single traditional print text and then summarizing it. Teachers who are hoping to use Wonders to help students understand scientific practices should be aware that such integration will require additional planning and instruction. Alignment between Wonders and these four practices was minimal and rarely authentic to the discipline of science. Future research should continue the investigation this study began, thereby increasing generalizability, by expanding the focus to include other elementary grade levels, as well as other commercial literacy programs.
Bücher zum Thema "Scientific literacy"
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Gräber, Wolfgang, Peter Nentwig, Thomas Koballa und Robert Evans, Hrsg. Scientific Literacy. Wiesbaden: VS Verlag für Sozialwissenschaften, 2002. http://dx.doi.org/10.1007/978-3-322-80863-9.
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Knain, Erik. Scientific Literacy for Participation. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-896-1.
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The myth of scientific literacy. New Brunswick, N.J: Rutgers University Press, 1995.
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5
Hazen, Robert M. Science matters: Achieving scientific literacy. New York: Doubleday, 1991.
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1970-, Corts Daniel Paul, Hrsg. Psychological Science: Modelling Scientific Literacy. Boston: Prentice Hall, 2012.
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1938-, Trefil James S., Hrsg. Science matters: Achieving scientific literacy. 2. Aufl. New York: Anchor Books, 2009.
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1938-, Trefil James S., Hrsg. Science matters: Achieving scientific literacy. New York: Anchor Books, 1992.
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Loughran, John, Kathy Smith und Amanda Berry, Hrsg. Scientific Literacy Under the Microscope. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-528-4.
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Scientific literacy and the myth of the scientific method. Urbana: University of Illinois Press, 1992.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Scientific literacy"
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Bybee, Rodger. „Scientific Literacy“. In Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_178-2.
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Lindsay, Simon. „Scientific Literacy“. In Scientific Literacy Under the Microscope, 3–15. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-528-4_1.
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Millar, Robin. „Scientific Literacy“. In Communicating European Research 2005, 145–50. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/1-4020-5358-4_25.
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Bybee, Rodger. „Scientific Literacy“. In Encyclopedia of Science Education, 944–47. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_178.
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McComas, William F. „Scientific Literacy“. In The Language of Science Education, 92. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_82.
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Gräber, Wolfgang, und Peter Nentwig. „Scientific Literacy — Naturwissenschaftliche Grundbildung in der Diskussion“. In Scientific Literacy, 7–20. Wiesbaden: VS Verlag für Sozialwissenschaften, 2002. http://dx.doi.org/10.1007/978-3-322-80863-9_1.
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Bybee, Rodger W. „Scientific Literacy — Mythos oder Realität?“ In Scientific Literacy, 21–43. Wiesbaden: VS Verlag für Sozialwissenschaften, 2002. http://dx.doi.org/10.1007/978-3-322-80863-9_2.
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Shamos, Morris H. „Durch Prozesse ein Bewußtsein für die Naturwissenschaften entwickeln“. In Scientific Literacy, 45–68. Wiesbaden: VS Verlag für Sozialwissenschaften, 2002. http://dx.doi.org/10.1007/978-3-322-80863-9_3.
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Dubs, Rolf. „Science Literacy: Eine Herausforderung für die Pädagogik“. In Scientific Literacy, 69–82. Wiesbaden: VS Verlag für Sozialwissenschaften, 2002. http://dx.doi.org/10.1007/978-3-322-80863-9_4.
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Schaefer, Gerhard. „Scientific Literacy im Dienste der Entwicklung allgemeiner Kompetenzen — „Fachübergreifende Fächer“ im Schulunterricht“. In Scientific Literacy, 83–104. Wiesbaden: VS Verlag für Sozialwissenschaften, 2002. http://dx.doi.org/10.1007/978-3-322-80863-9_5.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Scientific literacy"
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Vasconcelos, Clara, Alexandra Cardoso und Maria Luisa Vasconcelos. „SOCIO-SCIENTIFIC ISSUES AND SCIENTIFIC LITERACY“. In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0034.
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Strazdina, Eva. „Visual Literacy in the Context of Digital Education Transformation“. In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.82.
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The evolution of digital technologies and the use of visual media in our everyday life highlights the necessity to educate visually literate individuals. The Organisation for Economic Co-operation and Development (OECD, 2018) has launched the Future of Education and Skills 2030 that emphasizes that due to the digitalization into all areas of life, digital and data literacy are considered to be core foundations and being literate in this context requires the ability to comprehend, interpret, use and create textual and visual information in various formats, contexts and for diverse purposes (making meaning based on encoding and decoding signs/sign systems). The concept of visual literacy has been studied for several decades, however, it is a relatively new study area within a digital environment in Latvian media and education context. By bringing attention to the practice and reporting students comprehension and competency within the domain of digital visual literacy, the author reports the findings of a study that examined the competence of the sub-domain of visual literacy, applying Inquiry Graphic (IG) as a framework for the analysis. The purpose of this paper is to contribute quantitative and qualitative data to the domain of visual literacy amongst the Riga Art and Media school final year students and conceptualize visual literacy in the process of digital education transformation, proposing further research on academic practice and pedagogical tools to improve a person’s visual literacy and visual media competence in a digital environment.
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Syah Putra, Nanda. „Scientific literacy competency profile Students“. In International Conference Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Imam Bonjol Padang. Jakarta: Redwhite Press, 2020. http://dx.doi.org/10.32698/icftk402.
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Yamtinah, Sri, Sulistyo Saputro, Sri Mulyani, Maria Ulfa, Eva Lutviana und Ari Syahidul Shidiq. „Do students have enough scientific literacy? A computerized testlet instrument for measuring students’ scientific literacy“. In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139875.
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Rachmatullah, Arif, Sariwulan Diana und Nuryani Y. Rustaman. „Profile of middle school students on scientific literacy achievements by using scientific literacy assessments (SLA)“. In PROCEEDINGS OF INTERNATIONAL SEMINAR ON MATHEMATICS, SCIENCE, AND COMPUTER SCIENCE EDUCATION (MSCEIS 2015). AIP Publishing LLC, 2016. http://dx.doi.org/10.1063/1.4941194.
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Kires, M., und D. Sveda. „Scientific literacy for the information society“. In 2012 IEEE 10th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2012. http://dx.doi.org/10.1109/iceta.2012.6418596.
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Freeman, L., Kevin Whitaker, Dennis Sunal, Linda Ewing und David Hedgepeth. „Developing scientific literacy through aerospace education“. In 32nd Aerospace Sciences Meeting and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1994. http://dx.doi.org/10.2514/6.1994-842.
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Đurđević Babić, Ivana, und Ivana Bestvina Bukvić. „The Effect of Students’ Self-Reported Information and Informatics Literacy on Financial Literacy and the Use of Online Payment“. In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.17.
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In today’s world, where almost everything takes place in the virtual world, information and informatics, as well as financial literacy are becoming increasingly important. Although most of the university students are considered to be sufficiently information and informatics literate, the Covid-19 pandemic has confirmed how necessary it is to possess the skills and knowledge related to these literacies in order to maintain quality of life by using new financial technologies and be effective in various spheres of life. This study investigated whether there is connection between these two literacies and financial literacy of university students. Also, students’ demographic data, Internet use, agreement with statements concerning information and informatics literacy as well as the use of payment services before and after the Covid-19 pandemic was explored. In addition, the research aim was also to see if acceptable neural network model could be made for distinguishing students based on their reported financial literacy. Monte Carlo exact test showed that there is statistically significant association at the 0.05 level of significance between the self-reported informatics literacy and information literacy (p = .000, two-sided), age (p = .027, two-sided) and by making payments via digital wallets in 2021 (p = .007, two-sided) and 2020 year (p = .024, two-sided). Also, Monte Carlo exact test showed that there is statistically significant correlation at the 0.05 level of significance between respondents’ information literacy and their work experience (p = .005, two-sided) and who covers their life expenses (p=.019, two-sided). The Monte Carlo test also showed that both of these literacies have statistically significant relationship with financial literacy (p = .000, two-sided), but statistically significant relationship was not found between financial literacy and payments via digital wallets. Concerning the neural network approach, the obtained multilayer perceptron (MLP) neural network model gained overall efficiency of 97.5% in distinguishing students based on their level of financial literacy.
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ducha, Nur, Nur Ducha, D. Hariani und W. Budijastuti. „The Dynamics of Scientific Literacy Skills of Biology Students in Histology Lectures Using Scientific Literacy-Based Worksheet“. In Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/miseic-19.2019.9.
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Shofiyah, Noly, und Amar Abdillah. „Class Program Differences in Student's Scientific Literacy“. In 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icigr-17.2018.45.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Scientific literacy"
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Chung, Jinmyeong, und Jiseon Yoo. Skills for Life: Digital Literacy. Inter-American Development Bank, Juli 2021. http://dx.doi.org/10.18235/0003368.
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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.
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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Creativity. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003742.
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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.
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Перерва, Вікторія Вікторівна. Terminology Work of Future Biology Teachers During the Field-Based Training in Botany. Shiny World Corp., 2020. http://dx.doi.org/10.31812/123456789/4214.
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This paper focuses on problems of terminology work during the field-based training in botany and examines means and exercises of forming professional and terminological competence of future biology teachers. It is shown that improving the level of professional and terminological competence of students provides the background to better scientific awareness of students and contributes to improvement of the quality of academic activity during the professional practice. Biology is based on the results of field research and discoveries. Therefore training that occurs in a field setting is a powerful experience that promotes the development of creative teachers, enhances environmental literacy, and instills ecological responsibility. The content literacy is an important component of studies. In order to improve literacy, it is primarily necessary to form an active professional vocabulary.
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Morkun, Volodymyr, Sergey Semerikov, Svitlana Hryshchenko, Snizhana Zelinska und Serhii Zelinskyi. Environmental Competence of the Future Mining Engineer in the Process of the Training. Medwell Publishing, 2017. http://dx.doi.org/10.31812/0564/1523.
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A holistic solution to the problem of formation of ecological competence of the future engineer requires the definition of its content, structure, place in the system of professional competences, levels of forming and criteria of measurement the rationale for the select on and development of a technique of use of information, communication and learning technologies that promote formation of ecological competence. The study is of interest to environmental competence of future mining engineer as personal education, characterized by acquired in the process of professional preparation professionally oriented environmental knowledge (cognitive criterion), learned the ways of securing environmentally safe mining works (praxiological criterion) in the interests of sustainable development (axiological criterion) and is formed by the qualities of socially responsible environmental behavior (social-behavioral criterion) and consists of the following components: understanding and perception of ethical norms of behaviour towards other people and towards nature (the principles of bioethics); ecological literacy; possession of basic information on the ecology necessary for usage in professional activity the ability to use scientific laws and methods in evaluating the environment to participate in environmental works to cany out ecological analysis of activities in the area industrial activities to develop action plans for the reduction of the anthropogenic impact on the environment; ability to ensure environmentally balanced activities, possession of methods of rational and integrated development georesource potential of the subsoil.
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Halych, Valentyna. SERHII YEFREMOV’S COOPERATION WITH THE WESTERN UKRAINIAN PRESS: MEMORIAL RECEPTION. Ivan Franko National University of Lviv, Februar 2021. http://dx.doi.org/10.30970/vjo.2021.49.11055.
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The subject of the study is the cooperation of S. Efremov with Western Ukrainian periodicals as a page in the history of Ukrainian journalism which covers the relationship of journalists and scientists of Eastern and Western Ukraine at the turn of the XIX-XX centuries. Research methods (biographical, historical, comparative, axiological, statistical, discursive) develop the comprehensive disclosure of the article. As a result of scientific research, the origins of Ukrainocentrism in the personality of S. Efremov were clarified; his person as a public figure, journalist, publisher, literary critic is multifaceted; taking into account the specifics of the memoir genre and with the involvement of the historical context, the turning points in the destiny of the author of memoirs are interpreted, revealing cooperation with Western Ukrainian magazines and newspapers. The publications ‘Zoria’, ‘Narod’, ‘Pravda’, ‘Bukovyna’, ‘Dzvinok’, are secretly got into sub-Russian Ukraine, became for S. Efremov a spiritual basis in understanding the specifics of the national (Ukrainian) mass media, ideas of education in culture of Ukraine at the end of XIX century, its territorial integrity, and state independence. Memoirs of S. Efremov on cooperation with the iconic Galician journals ‘Notes of the Scientific Society after the name Shevchenko’ and ‘Literary-Scientific Bulletin’, testify to an important stage in the formation of the author’s worldview, the expansion of the genre boundaries of his journalism, active development as a literary critic. S. Yefremov collaborated most fruitfully and for a long time with the Literary-Scientific Bulletin, and he was impressed by the democratic position of this publication. The author’s comments reveal a long-running controversy over the publication of a review of the new edition of Kobzar and thematically related discussions around his other literary criticism, in which the talent of the demanding critic was forged. S. Efremov steadfastly defended the main principles of literary criticism: objectivity and freedom of author’s thought. The names of the allies of the Ukrainian idea L. Skochkovskyi, O. Lototskyi, O. Konyskyi, P. Zhytskyi, M. Hrushevskyi in S. Efremov’s memoirs unfold in multifaceted portrait descriptions and function as historical and cultural facts that document the pages of the author’s biography, record his activities in space and time. The results of the study give grounds to characterize S. Efremov as the first professional Ukrainian-speaking journalist.
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STROYKOV, S., und I. NIKITINA. THE CURRENT STATE OF THE PROBLEM OF HYPERTEXT IN LINGUISTIC LITERATURE. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2077-1770-2022-14-2-3-50-73.
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In this paper it’s the first time the authors have reviewed linguistic literature (2008-2022) devoted to the problem of literary and electronic hypertext. The purpose of the paper is to review linguistic literature and identify the current state of the problem of literary and electronic hypertext. Materials and methods. On the basis of this purpose we reviewed 42 scientific papers published in 2008-2022 and representing the results of linguistic research of literary and electronic hypertext. For our study we used an analytical and descriptive method, which is traditional for linguistics and allows us to solve the tasks set in our paper. Results. A review of linguistic papers has shown that hypertext is a relevant subject of linguistic research. Scientists propose various definitions of this concept; consider it as a “special information and communication environment”. Many studies are devoted to literary (fiction and non-fiction) hypertext, however, a much larger number of papers are devoted to various aspects of electronic hypertext, including electronic fiction hypertext and electronic hypertext of some genres (news genres, online advertising, social network and online diary community as well as websites). We consider that it is the electronic environment where hypertext is implemented in all its functions. Practical implications. The results of the study can be used as a theoretical basis for further theoretical and practical study of various aspects of literary and electronic hypertext.
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TARAKANOVA, V., A. ROMANENKO und T. TROITSKAYA. FACTORS AND RISKS OF ENVIRONMENTAL SAFETY OF THE CITIES OF THE MOSCOW REGION. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2077-1770-2022-14-2-2-19-29.
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In this paper it’s the first time the authors have reviewed linguistic literature (2008-2022) devoted to the problem of literary and electronic hypertext. The purpose of the paper is to review linguistic literature and identify the current state of the problem of literary and electronic hypertext. Materials and methods. On the basis of this purpose we reviewed 42 scientific papers published in 2008-2022 and representing the results of linguistic research of literary and electronic hypertext. For our study we used an analytical and descriptive method, which is traditional for linguistics and allows us to solve the tasks set in our paper. Results. A review of linguistic papers has shown that hypertext is a relevant subject of linguistic research. Scientists propose various definitions of this concept; consider it as a “special information and communication environment”. Many studies are devoted to literary (fiction and non-fiction) hypertext, however, a much larger number of papers are devoted to various aspects of electronic hypertext, including electronic fiction hypertext and electronic hypertext of some genres (news genres, online advertising, social network and online diary community as well as websites). We consider that it is the electronic environment where hypertext is implemented in all its functions. Practical implications. The results of the study can be used as a theoretical basis for further theoretical and practical study of various aspects of literary and electronic hypertext.
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Nezhyva, Liudmyla L., Svitlana P. Palamar und Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4415.
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The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
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Yablonskyy, Maxym. «NEW DAYS» WEEKLY AND PETRO VOLYNIAK, PUBLISHER AND AUTHOR. Ivan Franko National University of Lviv, Februar 2021. http://dx.doi.org/10.30970/vjo.2021.49.11058.
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In the article on the material of the Salzburg weekly «New Days» (1945–1947) various spheres of activity of Peter Volyniak are presented. It is noted that this edition was a business card of the publishing house of the same name and had a history of continuation: in Toronto Petro Volyniak restored the publishing house of the same name and continued the publication in the format of the universal monthly «New Days» (1950–1969). The article also presents periodicals («Latest News», «New Days», «Timpani», «Our Way») and literary, artistic and scientific collection «Steering Wheel», which were published in the Salzburg publishing house of Peter Volyniak «New Days». The purpose of the publication is to trace the path of Petro Volyniak from a writer to a literary critic, journalist and publisher. This trend is reproduced in chronological order. Peter Volyniak as a writer is informed in the article «Literary Evening of P. Volyniak» (author – M. Ch-ka). O. Satsyuk’s literary-critical article is devoted to the coverage of ideological and artistic aspects of Petro Volyniak’s collection «The Earth Calls» (Salzburg, 1947). Petro Volyniak as a literary critic is presented in an article devoted to a collection of literary tales by A. Kolomiyets (Salzburg, 1946), which was published by «New Days». Petro Volyniak as a journalist presents the essay «This is our song…». With the help of content analysis it was observed that the text is divided into two parts: the first contains the author’s reflections on the Ukrainian song, its role in the life of the Ukrainian people; in the second, main, Peter Okopny’s activity abroad is presented. The publisher Petro Volyniak in 1947 in a separate publication of the February issue of the weekly summarizes the third year of activity, providing statistics on the publication of periodicals, books, postcards, calendars, various small format materials. The analyzed material demonstrated the experience of combining creative work and commercial activity.
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Кучерган, Єлизавета Валеріївна, und Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.
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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an important place in the revitalization of academic activity of students in universities. During the interviews, students learned to express their thoughts freely. Rehearsals were used as a means of monitoring the progress of students. An important component of the preparation of the future teacher of history was the organization of scientific student sections and societies. The main forms of their work were: the discussion of scientific reports, the publication of periodicals, the creation of libraries, museums, etc. The most talented students took part in scientific sections and societies. Thus, higher education institutions created prerequisites for the education of gifted young people. The publication also reveals the specifics of the practical training of students. The practical component included not only pedagogical, but also museum practice. In addition, pedagogical institutions of higher education conducted educational excursions, literary and musical evenings, organized social, sanitary and charitable activities. The author of the publication not only explores the features of various forms of education, but also the possibility of using them in the practice of the modern higher pedagogical institution in Ukraine.