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Artykuły w czasopismach na temat „Scientific literacy”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

Meinholdt, Debbie. "Scientific Literacy." American Biology Teacher 82, no. 8 (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, no. 16 (2011): 5. http://dx.doi.org/10.1021/cen-v089n016.p005.

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Clewis, Beth. "Scientific Literacy." Collection Management 12, no. 3-4 (1990): 101–12. http://dx.doi.org/10.1300/j105v12n03_08.

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Morowitz, Harold J. "Scientific Literacy." Hospital Practice 30, no. 11 (1995): 17–18. http://dx.doi.org/10.1080/21548331.1995.11443278.

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KOSHLAND, D. E. "Scientific Literacy." Science 230, no. 4724 (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, no. 1 (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, no. 5377 (1998): 647b—647. http://dx.doi.org/10.1126/science.281.5377.647b.

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Maienschein, J. "Scientific Literacy." Science 281, no. 5379 (1998): 917. http://dx.doi.org/10.1126/science.281.5379.917.

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Schmidkunz, Heinz. "Scientific Literacy." CHEMKON 4, no. 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, no. 9 (1998): 752. http://dx.doi.org/10.1119/1.18971.

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Rattan, Suresh I. S. "Towards scientific literacy." EMBO reports 7, no. 5 (2006): 477. http://dx.doi.org/10.1038/sj.embor.7400688.

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Roberts, Douglas A., Wolff-Michael Roth, and Angela Calabrese Barton. "Rethinking Scientific Literacy." Canadian Journal of Education / Revue canadienne de l'éducation 28, no. 3 (2005): 561. http://dx.doi.org/10.2307/4126488.

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Westby, Carol, and Diane Torres-Velásquez. "Developing Scientific Literacy." Remedial and Special Education 21, no. 2 (2000): 101–10. http://dx.doi.org/10.1177/074193250002100205.

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Rink, Carlton. "Questioning Scientific Literacy." Physics Teacher 45, no. 3 (2007): 132. http://dx.doi.org/10.1119/1.2709663.

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SHAKHASHIRI, BASSAM Z. "Achieving Scientific Literacy." Chemical & Engineering News 69, no. 48 (1991): 47. http://dx.doi.org/10.1021/cen-v069n048.p047.

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Lagowski, J. J. "Scientific literacy revisited." Journal of Chemical Education 68, no. 9 (1991): 713. http://dx.doi.org/10.1021/ed068p713.

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Wallace, Carolyn S. "Rethinking scientific literacy." Science Education 89, no. 2 (2005): 352–54. http://dx.doi.org/10.1002/sce.20073.

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Husniyyah, Adinda Arlin, Erman Erman, Tarzan Purnomo, and Mohammad Budiyanto. "Scientific Literacy Improvement Using Socio-Scientific Issues Learning." IJORER : International Journal of Recent Educational Research 4, no. 4 (2023): 447–56. http://dx.doi.org/10.46245/ijorer.v4i4.303.

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Objective: This study aimed to describe the improvement of scientific literacy after learning based on Socio-scientific Issues using the Problem-Based Learning model. Method: This study was analyzed quantitatively descriptively using N-Gain to determine the student's scientific literacy improvement. Using a one-group pre-posttest design, 29 undergraduate students of the science education department from a university in Indonesia participated in this pre-experimental study. The data was collected using an observation sheet of learning implementation and scientific literacy tests given before an

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정영란 and 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, no. 3 (2010): 669–80. http://dx.doi.org/10.24231/rici.2010.14.3.669.

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20

Muhariyansah, Jajang, Atik Rahmawati, and Anita Fibonacci. "Exploring Scientific Literacy of Chemistry Education Pre-Service Teachers Through Socio-Scientific Issues Approach." JTK (Jurnal Tadris Kimiya) 6, no. 2 (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 obtain

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21

Lagowski, J. J. "Scientific literacy and education." Journal of Chemical Education 64, no. 11 (1987): 905. http://dx.doi.org/10.1021/ed064p905.

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22

Durant, John. "What is scientific literacy?" European Review 2, no. 1 (1994): 83–89. http://dx.doi.org/10.1017/s1062798700000922.

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23

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

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24

Moore, John A. "Cultural and Scientific Literacy." Molecular Biology of the Cell 6, no. 1 (1995): 1–6. http://dx.doi.org/10.1091/mbc.6.1.1.

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25

Villiers, Ann. "Rhetoric of Scientific Literacy." Media Information Australia 54, no. 1 (1989): 94–96. http://dx.doi.org/10.1177/1329878x8905400125.

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26

Garkov, Vladimir N. "Cultural Or scientific literacy?" Academic Questions 13, no. 3 (2000): 56–70. http://dx.doi.org/10.1007/s12129-000-1038-4.

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27

Zucker, Andrew. "Commentary: Teaching Scientific Literacy." Science Teacher 88, no. 4 (2021): 8–9. http://dx.doi.org/10.1080/00368555.2021.12293591.

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Wu, Yi. "Scientific Literacy in Asia." International Journal of Asian Education 6, no. 1 (2025): 1–16. https://doi.org/10.46966/ijae.v6i1.460.

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The results reveal that socioeconomic status (ESCS) strongly affects scientific literacy across all five economies, with a particularly pronounced impact in Singapore and Japan. Teacher qualifications, especially the proportion of educators with doctoral degrees, significantly contribute to student performance in South Korea and Chinese Taipei. Additionally, school competition and creative learning environments play varying roles; while Singapore and Macao benefit from structured creativity programs, South Korea’s highly competitive environment leads to performance disparities. Psychological f

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29

Hewson, Peter W. "Literacy and Scientific Literacy: A Response to Fensham." Canadian Journal of Science, Mathematics and Technology Education 2, no. 2 (2002): 207–13. http://dx.doi.org/10.1080/14926150209556513.

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30

Ploomipuu, Inga, Jack Holbrook, and Miia Rannikmäe. "Modelling health literacy on conceptualizations of scientific literacy." Health Promotion International 35, no. 5 (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

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31

Yore, Larry D., David Pimm, and Hsiao-Lin Tuan. "The Literacy Component of Mathematical and Scientific Literacy." International Journal of Science and Mathematics Education 5, no. 4 (2007): 559–89. http://dx.doi.org/10.1007/s10763-007-9089-4.

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Fitriana, Evi, and Faudina Permatasari. "Assessing Scientific Literacy of College Students with TOSLS (Test of Scientific Literacy Skills)." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 6, no. 1 (2024): 310–30. http://dx.doi.org/10.37680/scaffolding.v6i1.5414.

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This study aims to identify the scientific literacy skills of students at Malang State University based on gender, year of study, and study program. The research method uses quantitative description. The sampling technique uses purposive random sampling. The population of the study is S1 students at Universitas Negeri Malang who are pursuing education programs. The sample consists of 208 students, divided into 62 males and 146 females. The data collected includes the results of scientific literacy tests using the TOSLS (Test of Scientific Literacy Skills) instrument and demographic data from t

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33

Firmansyah, Ridlo, Ismul Mauludin Al Habib, and Dwi Rani Prihandini. "Application of Popular Scientific Books to Improve Student’s Scientific Literacy." International Social Sciences and Humanities 2, no. 2 (2023): 415–21. http://dx.doi.org/10.32528/issh.v2i2.262.

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Students' low interest in scientific literacy is mainly due to the result-oriented practice of science learning, placing the learning material as a subject without bridging the relationship between the material and the context of everyday life. In addition, learning resources that can be used by students to facilitate their understanding of complex science topics are still limited. This research conducted to describe the effectiveness of using popular scientific books to promote students in increasing their interest and scientific literacy. Scientific literacy is the capability to conclude sci

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34

Aquino, Jessa, Wendelyn Caingcoy, Ronnaliza Zamora, and Tomas Jr Diquito. "Scientific Literacy Assessment Using Bybee’s Scientific Model: Towards a More Sustainable Science Education." Journal of Arts, Humanities and Social Science 2, no. 1 (2025): 8–21. https://doi.org/10.69739/jahss.v2i1.207.

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This research addressed an important gap in evaluating the scientific literacy of freshmen college students, an area that has yet to be fully explored and requires deeper investigation. Scientific Literacy is a form of literacy that dwells on a person’s ability to understand scientific concepts and relate it to real life. In this study, the use of Bybee’s four scientific literacy dimensions (nominal, functional, conceptual, and multidimensional level) were used to assess the scientific literacy of freshmen college students. The use of descriptive-quantitative research design was used to attain

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35

Díez-Palomar, Javier, Marta Font Palomar, Adriana Aubert, and Carme Garcia-Yeste. "Dialogic Scientific Gatherings: The Promotion of Scientific Literacy Among Children." SAGE Open 12, no. 4 (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

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36

Saraswati, Yohana, Sifak Indana, and Elok Sudibyo. "Science Literacy Profile of Junior High School Students Based on Knowledge, Competence, Cognitive, and Context Aspects." IJORER : International Journal of Recent Educational Research 2, no. 3 (2021): 329–41. http://dx.doi.org/10.46245/ijorer.v2i3.118.

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Humans are faced with industrial advances based on science and technology to meet the needs of human life and solve problems from related issues based on scientific literacy skills. This study aims to describe students' scientific literacy skills which include aspects of knowledge, aspects of competence, aspects of cognitive, and aspects of the context of junior high school students aged 15 years. This research is a quantitative descriptive analysis research. The instrument used to determine scientific literacy skills was a scientific literacy test consisting of 20 multiple choice questions. T

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Prabowo, Chandra Adi, and Hasminar Rachman Fidiastuti. "Measuring First Year Student Scientific Literacy Skills using Test of Scientific Literacy Skills (TOSLS)." Bioeducation Journal 1, no. 2 (2017): 78–86. http://dx.doi.org/10.24036/bioedu.v1i2.45.

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The purpose of thisstudy was to determine the scientific literacy skills of first year student of biology education study program in Universitas Tribhuwana Tunggadewi. Subjects of this studyare50 students of biology education study program at academic year 2017/2018. Subjects of the study are a first year student when data collection conducted. Student scientific literacy skills was measured using test of scientific literacy skills (TOSLS) that consist of 28 test item to measuring two aspect of student scientific literacy skills. Collected data analyzed by descriptive quantitative methods to g

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Sengul, Ozden. "Linking Scientific Literacy, Scientific Argumentation, and Democratic Citizenship." Universal Journal of Educational Research 7, no. 4 (2019): 1090–98. http://dx.doi.org/10.13189/ujer.2019.070421.

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Muzayanah, Umi, Arif Gunawan Santoso, Saimroh Saimroh, and Titi Isnaini Fauzah. "Strengthening students’ scientific literacy through scientific coaching programs." International Journal of Evaluation and Research in Education (IJERE) 12, no. 3 (2023): 1467. http://dx.doi.org/10.11591/ijere.v12i3.25206.

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<span lang="EN-US">The scientific literacy of madrasa students currently shows a very proud trend. This is shown by the achievements in the field of science obtained in various science competitions. Scientific achievements are obtained through a long and continuous process, including through science coaching. By using qualitative methods, this study aimed to describe the science coaching model at State Madrasah Aliyah (MAN) 2 Malang City. The results showed that the science coaching model in MAN 2 Malang City includes four main aspects. First, strengthening the management aspect through

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40

Da Cruz Barros, Luciana, Maria Edivânia Luz Xavier, and Silvana Perez. "Scientific literacy and scientific Olympiads in basic education." Revista do Professor de Física 6, Especial (2022): 223–32. http://dx.doi.org/10.26512/rpf.v1i1.45954.

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Os desafios no processo de ensino e aprendizagem dos estudantes na educação básica são enormes, passando pela necessidade de tornar o ensino mais atrativo, para assim potencialmente alcançar uma aprendizagem com significado para os estudantes. Desse modo, neste trabalho ressalta-se a importância de práticas pedagógicas pautadas nas teorias de aprendizagem, aqui especificamente considerando a Teoria da Aprendizagem Significativa de Ausubel e a Teoria da Carga Cognitiva (currículo em espiral) de Bruner, para o engajamento dos estudantes, em turmas do ensino fundamental, no retorno pós-pandemia p

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Muzayanah, Umi, Arif Gunawan Santoso, Saimroh, and Titi Isnaini Fauzah. "Strengthening students' scientific literacy through scientific coaching programs." International Journal of Evaluation and Research in Education (IJERE) 12, no. 3 (2023): 1467–76. https://doi.org/10.11591/ijere.v12i3.25206.

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The scientific literacy of madrasa students currently shows a very proud trend. This is shown by the achievements in the field of science obtained in various science competitions. Scientific achievements are obtained through a long and continuous process, including through science coaching. By using qualitative methods, this study aimed to describe the science coaching model at State Madrasah Aliyah (MAN) 2 Malang City. The results showed that the science coaching model in MAN 2 Malang City includes four main aspects. First, strengthening the management aspect through establishing the olympic

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42

Kilag, Osias Kit T., Charmaine Y. Lisao, Jovielyn R. Lastimoso, Francis Lindsey S. Villa, and Cherry Ann G. Miñoza. "Bildung-Oriented Science Education: A Critical Review of Different Visions of Scientific Literacy." International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE) 1, no. 2 (2024): 313–20. https://doi.org/10.5281/zenodo.11120848.

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Abstract:  This critical review and meta-analysis delve into the multifaceted landscape of scientific literacy  within the framework of Bildung-oriented science education. Through a systematic examination  of literature, this study uncovers four key themes: First, it reveals diverse perspectives on scientific  literacy, ranging from traditional views centered on factual knowledge acquisition to contemporary  perspectives emphasizing critical thinking, ethics, and cultural relevance. These varied viewpoints  underline the dynamic nature of scientific literacy. Seco

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Valladares, Liliana. "Scientific Literacy and Social Transformation." Science & Education 30, no. 3 (2021): 557–87. http://dx.doi.org/10.1007/s11191-021-00205-2.

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Knain, Erik, and Olav Prestvik. "’Scientific literacy’ nedfelt i geofagene." Nordic Studies in Science Education 2, no. 1 (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

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Yuenyong, Chokchai. "Enhancing Scientific Literacy in Thailand." Global Studies of Childhood 3, no. 1 (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 foc

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Coleman, Sharon Lee, and Arthur Melvin Soellner. "Scientific Literacy and Earthquake Prediction." Journal of Geological Education 43, no. 2 (1995): 147–51. http://dx.doi.org/10.5408/0022-1368-43.2.147.

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Haufler, Christopher H., and Marshall Sundberg. "Symposium on scientific literacy: Introduction." American Journal of Botany 96, no. 10 (2009): 1751–52. http://dx.doi.org/10.3732/ajb.0900241.

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L., J. F. "DISMAL STATE OF SCIENTIFIC LITERACY." Pediatrics 84, no. 1 (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 sho

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Serpa, Sandro, Carlos Miguel Ferreira, Maria José Sá, and Ana Isabel Santos. "COVID-19 and Scientific Literacy." Journal of Educational and Social Research 11, no. 2 (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

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50

Mishra, Pratima. "Scientific Literacy: To days Necessity." Journal of Humanities and Education Development 4, no. 1 (2022): 39–42. http://dx.doi.org/10.22161/jhed.4.1.5.

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