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Rozprawy doktorskie na temat „Scientific literacy”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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au, k. murcia@murdoch edu, and 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

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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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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/.

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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 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

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Murcia, Karen. "Scientific literacy for sustainability." Murcia, Karen (2006) Scientific literacy for sustainability. PhD thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/216/.

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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 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

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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

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Costa, Waldinete ConceicÌ§aÌƒo 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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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 alternativ

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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)

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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 need

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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

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Daniels, Nicolette Deidré. "The promotion of scientific literacy within a museum context." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1343.

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Currently South African museums are faced with the challenge of evaluating and transforming their roles and functions as a response to changing national educational needs. The purpose of this study was to investigate whether aspects of the integrated strategies approach to promoting scientific literacy can be successfully employed in a museum context. The approach was used as part of the education programmes at the Port Elizabeth Museum School (Bayworld) and mixed methods were used to gather qualitative and quantitative data on the teachers’ ability to adopt the strategy. Data were also genera

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Oliver, Carol Ann Biotechnology &amp Biomolecular Sciences Faculty of Science UNSW. "Communicating astrobiology in public: A study of scientific literacy." Publisher:University of New South Wales. Biotechnology & Biomolecular Sciences, 2008. http://handle.unsw.edu.au/1959.4/42878.

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The majority of adults in the US and in Europe appear to be scientifically illiterate. This has not changed in more than half a century. It is unknown whether the Australian public is also scientifically illiterate because no similar testing is done here. Public scientific illiteracy remains in spite of improvements in science education, innovative approaches to public outreach, the encouraging of science communication via the mass media, and the advent of the Internet. Why is it that there has been so little change? Is school science education inadequate? Does something happen between leaving

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Cooper, Susan. "ADDRESSING SCIENTIFIC LITERACY THROUGH CONTENT AREA READING AND PROCES." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2460.

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The purpose of this study was to interpret the experiences of secondary science teachers in Florida as they address the scientific literacy of their students through teaching content reading strategies and student inquiry skills. Knowledge of the successful integration of content reading and inquiry skills by experienced classroom teachers would be useful to many educators as they plan instruction to achieve challenging state and national standards for reading as well as science. The problem was investigated using grounded theory methodology. Open-ended questions were asked in three focus grou

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MURI, ANDRIELE FERREIRA. "SCIENTIFIC LITERACY IN BRASIL AND JAPAN THROUGH PISA S RESULTS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=30703@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE EXCELENCIA ACADEMICA<br>PROGRAMA DE DOUTORADO SANDUÍCHE NO EXTERIOR<br>Este estudo compara o Letramento Científico dos estudantes brasileiros e japoneses, com base nos resultados do PISA e procura responder às seguintes as questões de pesquisa: a) Há diferenças de competência cognitiva em Ciências entre os alunos brasileiros e dos outros países, sobretudo os do Japão no PISA?; b) Existem itens do PISA 2006 que apresentam comportamento diferencial, tendo o Brasil com

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Strohl, Carrie A. "Scientific Literacy in Food Education| Gardening and Cooking in School." Thesis, University of California, Davis, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10036005.

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<p>Recent attention to socio-scientific issues such as sustainable agriculture, environmental responsibility and nutritional health has spurred a resurgence of public interest in gardening and cooking. Seen as contexts for fostering scientific literacy?the knowledge domains, methodological approaches, habits of mind and discourse practices that reflect one?s understanding of the role of science in society, gardening and cooking are under-examined fields in science education, in part, because they are under-utilized pedagogies in school settings. Although learning gardens were used historically

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Copping, Warren. "Middle schooling and scientific literacy : bringing the students to science." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/63597/1/Warren_Copping_Thesis.pdf.

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This study is about young adolescents' engagement in learning science. The middle years of schooling are critical in the development of students' interest and engagement with learning. Successful school experiences enhance dispositions towards a career related to those experiences. Poor experiences lead to negative attitudes and rejection of certain career pathways. At a time when students are becoming more aware, more independent and focused on peer relationships and social status, the high school environment in some circumstances offers more a content-centred curriculum that is less personal

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Mayaba, Nokhanyo Nomakhwezi. "The effect of a scientific literacy strategy on grade 6 and 7 learner's general literacy skills." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1012.

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In this study I investigated the effect of a science literacy strategy on the development of grade six and seven second-language learners’ general literacy skills in both their home language (isiXhosa) and language of instruction (English). The scientific literacy strategy used focuses on reading to learn science, writing to learn science, classroom discussion and argumentation. A mixed method design was used. Quantitative data were collected from baseline and post-testing of language skills of learners. Qualitative measures were generated through interviews of learners and teachers and classr

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Sharp, L. Kathryn, and Rosemary Geiken. "Integrating Science and Literacy in Early Childhood: Hands-on Scientific Investigations and Literacy Strategies for Teachers." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4262.

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Naganuma, Shotaro. "An Assessment of Civic Scientific Literacy and Its Long-term Formation." Kyoto University, 2018. http://hdl.handle.net/2433/232430.

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Wilder, Melinda Scholl. "Teachers' beliefs about scientific literacy and their implementation through curriculum change /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943610784404.

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Ingram, Kenneth Phil. "The development of scientific concepts through literacy as a mediational tool." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1906.

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Cronin, Patrick Joseph. "A computer-assisted scientific literacy development plan for senior secondary students." Thesis, Curtin University, 1994. http://hdl.handle.net/20.500.11937/900.

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This study provides a definition of scientific literacy applicable to secondary school science students. The definition was developed from theories about cognitive processes, the discourse of science, the language register of science and cognitive writing processes. A computer-assisted Scientific Literacy Development Plan was formulated and classroom research undertaken to test its effectiveness. A model of cognitive writing was used as an application of the Scientific Literacy Development Plan in classroom research. The model is called a HyperCard Pathways writing model.The research methodolo

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Cronin, Patrick Joseph. "A computer-assisted scientific literacy development plan for senior secondary students." Curtin University of Technology, Science and Mathematics Education Centre, 1994. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14843.

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This study provides a definition of scientific literacy applicable to secondary school science students. The definition was developed from theories about cognitive processes, the discourse of science, the language register of science and cognitive writing processes. A computer-assisted Scientific Literacy Development Plan was formulated and classroom research undertaken to test its effectiveness. A model of cognitive writing was used as an application of the Scientific Literacy Development Plan in classroom research. The model is called a HyperCard Pathways writing model.The research methodolo

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Laugksch, Rüdiger Christian. "Development of a test for scientific literacy and its application in assessing the scientific literacy of matriculants entering universities and technikons in the Western Cape, South Africa." Doctoral thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/17497.

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Bibliography: p. [331]-349.<br>This exploratory study was conducted against the background of immediate post-apartheid South Africa in which the social upliftment and improvement of living conditions of all South Africans is regarded as of the highest priority. In a science- and technology-orientated world, science and technology is inextricably linked to this process. The purposes of this study were (a) to determine the level of scientific literacy of matriculants entering tertiary education in the Western Cape for the first time; (b) to describe patterns of scientific literacy levels with re

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Willison, John W. "Classroom factors affecting student scientific literacy: tales and their interpretation using a metaphoric framework." Thesis, Curtin University, 2000. http://hdl.handle.net/20.500.11937/268.

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The scientific literacy of four students in Year 8 was the main focus of one year of participant observer research. An interpretive research methodology was employed to generate tales about each student, in order to provide rich descriptions of the participation of these students in Science classes and in non-Science classes.A major theme was the complementarity of epistemological referents for scientific literacy. Objectivism, personal constructivism and social constructivism were identified as major referents for scientific literacy, and therefore as underpinning factors for the diversity of

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Villanueva, Mary Grace Flores. "Integrated teaching strategies model for improved scientific literacy in second-language learners." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1107.

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The importance of a scientifically literate society is currently acknowledged both internationally and South Africa. The notion of scientific literacy in South Africa has emerged largely due to the government’s recognition of the role that science and technology plays in economic growth, employment creation, social redress and social development. However, in light of South Africa’s learner performance on international and national assessments such as TIMMS (2003) and PIRLS (2006), as well as the problems of teaching and learning in a second language, there appears to be a primary and pressing

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Lalonde, Lucie. "An examination of science fiction with a view towards improving scientific literacy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ47753.pdf.

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Almeida, Sara Raquel Vaz Correia de. "Avaliação da literacia científica da população residente nas freguesias urbanas da cidade Évora sobre a flora autóctone: uma abordagem com vista ao Museu Virtual da Biodiversidade (MVBIO)." Master's thesis, Universidade de Évora, 2017. http://hdl.handle.net/10174/21238.

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Este estudo tem como objectivo avaliar os conhecimentos da população residente na cidade de Évora sobre a biodiversidade urbana, nomeadamente, a flora autóctone. Recolheram-se os dados através de um inquérito por questionário, hetero-administrado, dirigido a uma amostra da população residente nas freguesias urbanas: identificação visual das espécies; designação comummente atribuída; habitat e estado de conservação; identificação das principais fontes de conhecimento sobre as espécies e identificação de usos, benefícios, riscos e/ou malefícios que lhes estão associados. Os resultados obtidos pe

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Hill, John Orford. "Scientific literacy and the reform of science education in Australia a chemistry perspective /." Connect to this title online, 2006. http://eprints.unimelb.edu.au/archive/00001298/.

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Hagerman, Charlotte L. "Effects of the 5E learning cycle on student content comprehension and scientific literacy." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/hagerman/HagermanC0812.pdf.

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In this investigation the 5E learning cycle was implemented as the primary teaching method, with the purpose of improving student's content comprehension and scientific literacy skills. The steps of the 5E learning cycle were continuously carried out using a wide variety of assessments. Though content comprehension did not increase dramatically, students did show marked improvement in their scientific literacy and ability to think critically.

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Orford, Hill John. "Scientific literacy and the reform of science education in Australia : a chemistry perspective /." Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00001298.

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Cook, Julie M. "Discovering how scientific literacy has been positioned in the new Australian curriculum : science." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61957/1/Julie_Cook_Thesis.pdf.

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Through the use of critical discourse analysis, this thesis investigated the perceived importance of scientific literacy in the new Australian Curriculum: Science. It was found that scientific literacy was ambiguous, and that the document did not provide detailed scope for intentional teaching for scientific literacy. To overcome this, recommendations on how to intentionally teach for scientific literacy were provided, so that Australian Science teachers can focus on improving scientific literacy outcomes for all students within this new curriculum.

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Tramullas, Jesús, and Ana I. Sánchez-Casabón. "Scientific information retrieval behavior: A case study in students of Philosophy." Madrid: Univ. Autónoma de Madrid, 2010. http://hdl.handle.net/10150/252852.

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The behavior and patterns of recovery and processing of digital information by users is a recurring theme in the literature. The study of these behaviors are carried out through observation techniques and analysis of processes, actions and decisions undertaken by users in different situations. This paper presents the data resulting from the study of patterns of recovery and management of reference information of three consecutive courses of a specialized subject. The findings obtained showed a clear difference between patterns of information retrieval and obtained prior to the end of the train

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Willison, John W. "Classroom factors affecting student scientific literacy: tales and their interpretation using a metaphoric framework." Curtin University of Technology, Science and Mathematics Education Centre, 2000. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12881.

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The scientific literacy of four students in Year 8 was the main focus of one year of participant observer research. An interpretive research methodology was employed to generate tales about each student, in order to provide rich descriptions of the participation of these students in Science classes and in non-Science classes.A major theme was the complementarity of epistemological referents for scientific literacy. Objectivism, personal constructivism and social constructivism were identified as major referents for scientific literacy, and therefore as underpinning factors for the diversity of

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Willison, John William. "Classroom factors affecting student scientific literacy : tales and their interpretation using a metaphoric framework /." Full text available, 2000. http://adt.curtin.edu.au/theses/available/adt-WCU20030702.104943.

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Kreft, Michaela Stephanie. "Wissenschaftsorientierter Biologieunterricht in Museum und Schule : empirische Studie zur effektiven Vermittlung von scientific literacy." kostenfrei, 2007. http://nbn-resolving.de/urn:nbn:de:hbz:5N-13072.

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Cross, Sarah M. "Exploring the Use of Socioscientific Issues-Based Curriculum to Promote Scientific and Agricultural Literacy." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562691245953197.

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Struthers, Amber Lee. "The Relationship between Science Curriculum Aligned to Common Core State Standards and Scientific Literacy." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1628.

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Supporting the development of scientifically literate students is a priority in public school education, and understanding how that development is influenced by the Common Core State Standards is vital to quality science education. However, little quantitative research has been conducted about how the Common Core State Standards impact science education. The purpose of this quasi-experimental study was to determine how the alignment of science curriculum and instruction to the Common Core English Language Arts State Standards impacts the development of students' scientific literacy skills. Byb

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Mahboubi, Henni. "Visioner och emfaser i naturvetenskaplig undervisning : En kvalitativ studie om hur en lärare uttrycker ambitioner kring naturvetenskaplig undervisnig och hur dessa tar sig uttryck i praktiken." Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-78281.

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This study examines a primary school teacher’s ambitions within science education and how those ambitions manifest in the classroom. This is being examined by interview with the mentioned teacher and by observations as a participant within four of the teacher’s science classes. The results of this study is categorized and analyzed with assistance of scientific literacy, vision I and vision II, fundamental scientific literacy and Roberts’ curriculum emphases. The results of the study points at both similarities and indifferences between what the teacher expresses as ambitions, and how science c

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Parrott, Deborah, and Reneé C. Lyons. "Adventure Driven Non-Fiction Spawns Reading and Scientific Learning." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2374.

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Modern day children's and young adult non-fiction is replete with books which highlight scientific efforts (treks, safaris, journeys, expeditions) to confront environmental challenges , such texts prevalent in Siebert and Orbis Pictus listings. This presentation will build school librarian awareness of such adventurous selections, provide text-based activities conducive to collaborative efforts with science teachers (multiple grade levels will be addressed), and introduce reading promotion plans and activities based in these award-winning works of literature. First, as an icebreaker, attendees

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Oliveira, Nuno Filipe Santos. "Laboratório de Paisagem: metodologia aplicada ao ensino da Arquitectura Paisagista. Caso de estudo: Terra da Mata de Baixo, Tapada da Ajuda, Lisboa, Portugal." Master's thesis, ISA/UTL, 2013. http://hdl.handle.net/10400.5/5659.

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Mestrado em Arquitectura Paisagista - Instituto Superior de Agronomia<br>The experience of seven years of work as landscape architect is the starting point to dedicate this thesis to the graduation university and their formation syllabus. The constant review and reflection on knowledge and the need and interest for new experimentation themes within the landscape were other facts that contributed to the formation of this thesis which combines aspects of teaching and research strand. The research for Landscape Laboratory was done under the criterion of the existence of installed projects or

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Tomas, Louisa. "Merging fact with fiction : a study of year 9 students' developing scientific literacy through the writing of hybridised scientific narratives on a socioscientific issue." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/34404/1/Louisa_Tomas_Thesis.pdf.

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International assessments of student science achievement, and growing evidence of students' waning interest in school science, have ensured that the development of scientific literacy continues to remain an important educational priority. Furthermore, researchers have called for teaching and learning strategies to engage students in the learning of science, particularly in the middle years of schooling. This study extends previous national and international research that has established a link between writing and learning science. Specifically, it investigates the learning experiences of eight

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Erbas, Kadir Can. "Factors Affecting Scientific Literacy Of Students In Turkey In Programme For International Student Assessment (pisa)." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606105/index.pdf.

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The purpose of this study is to examine the factors that are related to scientific literacy of 15-year old students in Turkey in the Programme for International Student Assessment (PISA) data. Two groups of variables were considered for the analyses. In the first group<br>number of books at home and attendance to preschool, attitudes towards school, student-teacher relation, feeling of loneliness, remedial study and homework and attending out-of-school courses were taken as variables that are related to scientific literacy. In the second group, basically, variables that are related to compute

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Chabalengula, Vivien Mweene Lorsbach Anthony W. "The nature and extent of scientific literacy themes coverage in Zambian high school biology curriculum." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251867051&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178198735&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on May 3, 2007. Dissertation Committee: Anthony W. Lorsbach (chair), Karen K. Lind, Cynthia J. Moore, Thomas P. Crumpler. Includes bibliographical references (leaves 164-176) and abstract. Also available in print.

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Cook, Melissa R. "Examining students' attitudes towards science and scientific literacy in a non-science major, interdisciplinary course." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317928.

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Wickman, Chad. "Displays of Knowledge: Text Production and Media Reproduction in Scientific Practice." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1247068612.

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Thesis (Ph.D.)--Kent State University, 2009.<br>Title from OhioLINK ETD abstract webpage (viewed March 12, 2010). Advisor: Christina Haas. Keywords: Scientific writing; rhetoric of science; writing in the disciplines; multimodality; semiotics; visual rhetoric; technical writing; ethnography; workplace literacy. Includes bibliographical references.

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Lehr, Jane L. "Social Justice Pedagogies and Scientific Knowledge: Remaking Citizenship in the Non-Science Classroom." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28335.

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This dissertation contributes to efforts to rethink the meanings of democracy, scientific literacy, and non-scientist citizenship in the United States. Beginning with questions that emerged from action research and exploring the socio-political forces that shape education practices, it shows why non-science educators who teach for social justice must first recognize formal science education as a primary site of training for (future) non-scientist citizens and then prepare to intervene in the dominant model of scientifically literate citizenship offered by formal science education. This model o

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Airey, John. "Science, Language, and Literacy : Case Studies of Learning in Swedish University Physics." Doctoral thesis, Uppsala : Uppsala universitet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9547.

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Goodman, Susan. "An investigation into improving scientific literacy in Israeli university students within an academic English reading programme." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/65084/.

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The commitment to improving scientific literacy is voiced by governments throughout the world. One of the main objectives is the development of an informed and active citizenry able to participate in decision-making processes concerning socio-scientific issues (SSIs). There is a growing literature which suggests that engaging with the complexity of SSIs demands a high level of critical-thinking skills. These skills include: open-mindedness, independence, and scepticism. This three-year long study attempted to develop an intervention which will, in particular, provide subjects with an ability t

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Yilmaz, Haci Bayram. "Turkish Students’ Scientific Literacy Scores: A Multilevel Analysis of Data from Program for International Student Assessment." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259620839.

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