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Thematische Bibliographien / Scientific literacy / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Scientific literacy“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 20. Februar 2023

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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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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10

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.

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11

Rattan, Suresh I. S. „Towards scientific literacy“. EMBO reports 7, Nr. 5 (Mai 2006): 477. http://dx.doi.org/10.1038/sj.embor.7400688.

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12

Roberts, Douglas A., Wolff-Michael Roth und Angela Calabrese Barton. „Rethinking Scientific Literacy“. Canadian Journal of Education / Revue canadienne de l'éducation 28, Nr. 3 (2005): 561. http://dx.doi.org/10.2307/4126488.

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13

Westby, Carol, und Diane Torres-Velásquez. „Developing Scientific Literacy“. Remedial and Special Education 21, Nr. 2 (März 2000): 101–10. http://dx.doi.org/10.1177/074193250002100205.

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14

Rink, Carlton. „Questioning Scientific Literacy“. Physics Teacher 45, Nr. 3 (März 2007): 132. http://dx.doi.org/10.1119/1.2709663.

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15

SHAKHASHIRI, BASSAM Z. „Achieving Scientific Literacy“. Chemical & Engineering News 69, Nr. 48 (02.12.1991): 47. http://dx.doi.org/10.1021/cen-v069n048.p047.

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16

Lagowski, J. J. „Scientific literacy revisited“. Journal of Chemical Education 68, Nr. 9 (September 1991): 713. http://dx.doi.org/10.1021/ed068p713.

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17

Wallace, Carolyn S. „Rethinking scientific literacy“. Science Education 89, Nr. 2 (2005): 352–54. http://dx.doi.org/10.1002/sce.20073.

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18

정영란 und 이자경. „The Scientific literacy of Secondary School Students by TBSL(Test of Basic Scientific Literacy) and SLT(Scientific Literacy Test)“. Journal of Research in Curriculum Instruction 14, Nr. 3 (September 2010): 669–80. http://dx.doi.org/10.24231/rici.2010.14.3.669.

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19

Lagowski, J. J. „Scientific literacy and education“. Journal of Chemical Education 64, Nr. 11 (November 1987): 905. http://dx.doi.org/10.1021/ed064p905.

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20

Durant, John. „What is scientific literacy?“ European Review 2, Nr. 1 (Januar 1994): 83–89. http://dx.doi.org/10.1017/s1062798700000922.

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21

Dragoş, Viorel, und Viorel Mih. „Scientific Literacy in School“. Procedia - Social and Behavioral Sciences 209 (Dezember 2015): 167–72. http://dx.doi.org/10.1016/j.sbspro.2015.11.273.

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22

Moore, John A. „Cultural and Scientific Literacy“. Molecular Biology of the Cell 6, Nr. 1 (Januar 1995): 1–6. http://dx.doi.org/10.1091/mbc.6.1.1.

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23

Villiers, Ann. „Rhetoric of Scientific Literacy“. Media Information Australia 54, Nr. 1 (November 1989): 94–96. http://dx.doi.org/10.1177/1329878x8905400125.

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24

Garkov, Vladimir N. „Cultural Or scientific literacy?“ Academic Questions 13, Nr. 3 (September 2000): 56–70. http://dx.doi.org/10.1007/s12129-000-1038-4.

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25

Muhariyansah, Jajang, Atik Rahmawati und Anita Fibonacci. „Exploring Scientific Literacy of Chemistry Education Pre-Service Teachers Through Socio-Scientific Issues Approach“. JTK (Jurnal Tadris Kimiya) 6, Nr. 2 (31.12.2021): 243–53. http://dx.doi.org/10.15575/jtk.v6i2.15145.

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Scientific literacy is an ability that must be had by pre-service teachers. This research aimed to find out the scientific literacy's ability of pre-service teachers in chemistry education. This research was descriptive with quantitative approach. Participants were taken by simple random sampling techniques, the participants are chemistry education students. The data source comes from scientific literacy tests with socio-scientific issues and open-ended question description tests. The validity of the data was tested using a data triangulation technique, in which researchers compare data obtained through test instruments and interview results. The results of the data analysis showed the scientific literacy of chemistry education students was dominant in the nominal and functional categories with a percentage of 33.2% and 24.2%, conceptual and multidimensional categories 13.7%; 4.4%; and 24.5% of students did not give answers the tests.

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26

Hewson, Peter W. „Literacy and Scientific Literacy: A Response to Fensham“. Canadian Journal of Science, Mathematics and Technology Education 2, Nr. 2 (Januar 2002): 207–13. http://dx.doi.org/10.1080/14926150209556513.

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27

Ploomipuu, Inga, Jack Holbrook und Miia Rannikmäe. „Modelling health literacy on conceptualizations of scientific literacy“. Health Promotion International 35, Nr. 5 (26.11.2019): 1210–19. http://dx.doi.org/10.1093/heapro/daz106.

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Abstract This paper recognizes the need to promote health literacy as the goal of health education for all, at all educational levels. It particularly explores the meaning of health literacy, based on the literature and seeks to put forward a new meaning, applicable for the general public with further considerations for healthcare professionals. The vision and scope of health literacy is promoted as the goal for health education, reflecting on a comparison with scientific literacy (SL) and science education. A model is proposed interrelating health education, health literacy, science education and science literacy and discusses areas where health literacy is seen as having attributes beyond SL. A revised definition of health literacy is proposed.

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28

Yore, Larry D., David Pimm und Hsiao-Lin Tuan. „The Literacy Component of Mathematical and Scientific Literacy“. International Journal of Science and Mathematics Education 5, Nr. 4 (21.09.2007): 559–89. http://dx.doi.org/10.1007/s10763-007-9089-4.

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29

Díez-Palomar, Javier, Marta Font Palomar, Adriana Aubert und Carme Garcia-Yeste. „Dialogic Scientific Gatherings: The Promotion of Scientific Literacy Among Children“. SAGE Open 12, Nr. 4 (Oktober 2022): 215824402211217. http://dx.doi.org/10.1177/21582440221121783.

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The participation of citizens in democratic societies depends on their ability to understand scientific knowledge and apply it to everyday life situations. Thus, promoting scientific literacy from an early age should be among the main priorities in democratic societies. Dialogic Scientific Gatherings (DSGs) have successfully promoted scientific literacy among adults. This research intends to take a step forward in studying DSG implementation’s transferability in promoting scientific literacy in primary school children from a culturally diverse school placed in a low socioeconomic neighborhood in Spain. Drawing upon Communicative Methodology, this case study has collected data through semi-structured interviews and communicative observations. The results show that (1) DSG enhance scientific literacy, specifically instrumental learning, analytical and critical thinking and social abilities and (2) the promotion of scientific literacy has an impact on decision-making and participation in society. Furthermore, although this research is a case study implemented in one school, it shows that DSG can be transferred to a culturally diverse school.

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Sengul, Ozden. „Linking Scientific Literacy, Scientific Argumentation, and Democratic Citizenship“. Universal Journal of Educational Research 7, Nr. 4 (April 2019): 1090–98. http://dx.doi.org/10.13189/ujer.2019.070421.

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31

Yani, Juli, und Neti Afrianis. „Analysis of student scientific literacy using the socio-scientific issues (SSI) approach on reaction rate“. Jurnal Pendidikan Kimia 14, Nr. 1 (30.04.2022): 19–27. http://dx.doi.org/10.24114/jpkim.v14i1.32665.

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This research at analyzing and knowing student science literacy after using Socio-Scientific Issues (SSI) approach on Reaction Rate lesson at the eleventh grade of MIPA 1 of State Senior High School 4 North Tambusai, Rokan Hulu. This research was conducted in the first semester in the Academic Year of 2019/2020. It was quantitative descriptive research. A purposive sampling technique was used in this research, and the samples were 32 students. The instrument was an essay test and it was supported by an unstructured interview. The data obtained then were analyzed descriptively. The results of analyzing the data showed, based on the data of essay test results, mean percentages of scientific literacy indicators: implementing the appropriate knowledge was 66.01% (good), identifying was 69.21% (good), explaining the implications of scientific knowledge for society was 80.94% (good), proposing ways to investigate scientific questions was 54.68% (enough), and drawing the right conclusion was 75.78% (good). It could be concluded that the achievement of student scientific literacy skills on the aspects of science competencies of Reaction Rate lesson at the eleventh grade of MIPA 1 overall was on good category.

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32

Valladares, Liliana. „Scientific Literacy and Social Transformation“. Science & Education 30, Nr. 3 (10.04.2021): 557–87. http://dx.doi.org/10.1007/s11191-021-00205-2.

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33

Knain, Erik, und Olav Prestvik. „’Scientific literacy’ nedfelt i geofagene“. Nordic Studies in Science Education 2, Nr. 1 (07.12.2012): 17–28. http://dx.doi.org/10.5617/nordina.447.

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In Report no. 30 to the Storting (2003-2004) ‘Culture for learning’, five basic skills are introduced: Tobe able to express oneself orally, to be able to read, to be able to express oneself in writing, to be ableto do arithmetic, and to be able to use information and communication technology. We employ andextend a model for scientific literacy introduced by C. Wallace in order to illustrate and point out challengesfaced in school science teacher’s practices when basic skills are introduced as part of the newcurriculum in Norway. By discussing the model for scientific literacy in relation to a teaching sequencein the earth sciences, we argue that the local environment offer rich opportunities for developingbasic skills in the guise of scientific literacy.

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34

Yuenyong, Chokchai. „Enhancing Scientific Literacy in Thailand“. Global Studies of Childhood 3, Nr. 1 (01.01.2013): 86–98. http://dx.doi.org/10.2304/gsch.2013.3.1.86.

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Globally, literacy in science has become a fundamental focus of public education. The term ‘scientific literacy’, however, attracts a diversity of views. A common theme in the literature is that it relates to being able to critique scientific discussions. The large-scale evaluation of students' scientific literacy was assessed in the Programme for International Student Assessment (PISA). Thailand participated in the PISA scheme every three years from 2000 to 2009. The results indicate that Thailand's performance decreased over the period and were below average. This has led to an increased focus on improving performance and scores and a desire to improve science education and science teaching for enhancing scientific literacy in Thailand. Science educators in universities, the Institute for the Promotion of Teaching Science and Technology (IPST), the Ministry of Education and others have organized various projects and research to improve scientific literacy. Research projects have focused on developing teachers' quality in science teaching and have gone on to consider the nature of science, contexts of science, socio-scientific issues and the relation between science, technology and society. The article will discuss the strategies that have been embarked upon to enhance scientific literacy in Thailand.

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35

Coleman, Sharon Lee, und Arthur Melvin Soellner. „Scientific Literacy and Earthquake Prediction“. Journal of Geological Education 43, Nr. 2 (März 1995): 147–51. http://dx.doi.org/10.5408/0022-1368-43.2.147.

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36

Haufler, Christopher H., und Marshall Sundberg. „Symposium on scientific literacy: Introduction“. American Journal of Botany 96, Nr. 10 (Oktober 2009): 1751–52. http://dx.doi.org/10.3732/ajb.0900241.

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37

L., J. F. „DISMAL STATE OF SCIENTIFIC LITERACY“. Pediatrics 84, Nr. 1 (01.07.1989): 118. http://dx.doi.org/10.1542/peds.84.1.118.

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"Well under half of the American public and only one-third of the British know that the earth revolves around the sun once a year," Oxford University professor John Durant reported at the AAAS annual meeting in San Francisco. "Even fewer in Britain have much knowledge of medicine. Most of the people surveyed think that antibiotics kill viruses," he added. There is more. Jon D. Miller of Northern Illinois University reported that 12% of Americans, asked a survey question about scientific process, correctly recognized that astrology is "not at all scientific."A rapid arithmetical calculation shows that a whopping 88% got it wrong. About 35% of both Americans and British think that radioactive milk can be made safe by boiling. (It cannot.) But a reassuring 97% of people in both countries know that hot air rises.

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Serpa, Sandro, Carlos Miguel Ferreira, Maria José Sá und Ana Isabel Santos. „COVID-19 and Scientific Literacy“. Journal of Educational and Social Research 11, Nr. 2 (05.03.2021): 1. http://dx.doi.org/10.36941/jesr-2021-0024.

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The COVID-19 pandemic is, currently, the focus of all personal and collective actions at the social, cultural, economic, political and religious levels, among other dimensions of human life. This Letter to the Editor focuses on the overwhelming existence of fake news directly related to COVID-19, which permeate social networks and even the media, where journalists should act as gatekeepers and not fake-keepers. The methodology used in the collection and selection of data consisted of bibliographic research, in international databases, of publications on the topic under study and their content analysis. The results allow concluding that there is a need to promote scientific literacy in the general population but especially among journalists themselves. Received: 30 November 2020 / Accepted: 8 January 2021 / Published: 5 March 2021

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39

Mishra, Pratima. „Scientific Literacy: To days Necessity“. Journal of Humanities and Education Development 4, Nr. 1 (2022): 39–42. http://dx.doi.org/10.22161/jhed.4.1.5.

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40

Rutherford, E. James, und Andrew Ahlgren. „The Need for Scientific Literacy“. Thinking: The Journal of Philosophy for Children 9, Nr. 4 (1991): 13–19. http://dx.doi.org/10.5840/thinking1991944.

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41

Roth, Wolff-Michael, und Stuart Lee. „Scientific literacy as collective praxis“. Public Understanding of Science 11, Nr. 1 (Januar 2002): 33–56. http://dx.doi.org/10.1088/0963-6625/11/1/302.

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In this article, we conceive of scientific literacy as a property of collective activity rather than individual minds. We think of knowing and learning science as situated in and distributed across social and material aspects of a setting. To support the proposed conception, we provide several detailed cases from our three-year multi-site ethnographic study of science in one community, featuring different types of citizens who walk a creek, interact during an environment-oriented open-house event, discuss water problems, collect data, and have different conceptions of human-environment relations. The case studies show that collectively, much more advanced forms of scientific literacy are produced than any individual (including scientists) could produce. Creating opportunities for scientific literacy to emerge from collective activity, irrespective of whether one or more participants know some basic scientific facts, presents challenges to science educators very different from teaching basic facts and skills to individuals.

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42

Macilwain, Colin. „School standards stress scientific literacy“. Nature 378, Nr. 6557 (Dezember 1995): 528. http://dx.doi.org/10.1038/378528a0.

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43

Macilwain, Colin. „School standards stress scientific literacy“. Nature 378, Nr. 6557 (Dezember 1995): 528. http://dx.doi.org/10.1038/378528b0.

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44

Shamos, Morris H., und Ruth Howes. „The Myth of Scientific Literacy“. Physics Today 49, Nr. 3 (März 1996): 89–90. http://dx.doi.org/10.1063/1.2807544.

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45

Osborne, Jonathan, und Simon Carson. „Scientific literacy starts at school“. Physics World 10, Nr. 11 (November 1997): 19–20. http://dx.doi.org/10.1088/2058-7058/10/11/21.

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46

N, Vianna, Lobao C, Aguiar M, Amantes A und El-Hani C. „Citizen science and literacy scientific“. Environmental Epidemiology 3 (Oktober 2019): 413. http://dx.doi.org/10.1097/01.ee9.0000610632.31078.4f.

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47

Cavagnetto, Andy R. „Argument to Foster Scientific Literacy“. Review of Educational Research 80, Nr. 3 (September 2010): 336–71. http://dx.doi.org/10.3102/0034654310376953.

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48

KORNFELD, MARILYN. „The Need for Scientific Literacy“. Optics and Photonics News 7, Nr. 8 (01.08.1996): 15. http://dx.doi.org/10.1364/opn.7.8.000015.

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49

Hazen, Robert M., James Trefil und James Evans. „Science Matters: Achieving Scientific Literacy“. American Journal of Physics 60, Nr. 9 (September 1992): 861–62. http://dx.doi.org/10.1119/1.17073.

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50

Glick, Michael, und Barbara L. Greenberg. „A march toward scientific literacy“. Journal of the American Dental Association 148, Nr. 8 (August 2017): 543–45. http://dx.doi.org/10.1016/j.adaj.2017.06.010.

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