Scientific Literacy and Social Transformation

Valladares, Liliana

doi:10.1007/s11191-021-00205-2

Cited by 136 publications

(142 citation statements)

References 69 publications

(157 reference statements)

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“…Based on the broad concept proposed by vision-III, science learning must involve value and political, scientific and social aspects [38][39][40]. Along these lines, science education today leans towards the use of research-based frameworks that promote SSI, i.e., scientific issues that directly impact society and become an essential input in the training of students [41][42][43].…”

Section: Socio-scientific Issuesmentioning

confidence: 99%

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The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning: A Systematic Review

et al. 2021

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Currently, a growing number of learning institutions at all educational levels are including problem-based learning (PBL) in their curricula. PBL scenarios often utilise technology and socio-scientific Issues (SSI), which enables the simultaneous learning of content and creative thinking and working skills needed in generating new knowledge for the future. In this sense, using SSI and technological tools in PBL learning environments can be viewed as a starting point for acquiring and integrating new knowledge. However, there is no comprehensive knowledge regarding the possibilities of this approach. The objective of this systematic review is to produce this knowledge via the PRISMA method. The strategy is used to explore the effects of the described approach through implementations conducted at secondary and undergraduate levels. The data consisted of 33 research articles that were categorised via qualitative content analysis. According to the results, PBL scenarios exploit mainly local SSIs that link scientific knowledge with a meaningful context for students. Technology is principally used in offering technical support for teaching tasks. Lastly, these results are discussed from the technological pedagogical science knowledge (TPASK) framework perspective, which proposes guidelines for achieving the Sustainable Development Goals (SDG).

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Section: Socio-scientific Issuesmentioning

confidence: 99%

“…Additionally, this line of teacher development can contribute towards vision-III of scientific literacy, which is directly linked to the SDGs and whose ultimate goal is social transformation brought about by education [39].…”

Section: Towards Sustainable Development Projections For Teachers and Studentsmentioning

confidence: 99%

The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning: A Systematic Review

et al. 2021

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“…The involvement of children and young people in science lessons in schools is declining continuously around the world. Today's world demands a science education that adapts to unpredictable changes and expands the capacity of individuals and communities to benefit from science in producing flexible and sustainable responses (Valladares, 2021). This global demand points to the importance and social mission of science education practices in schools.…”

Section: Introductionmentioning

confidence: 99%

“…İlköğretimde zorunlu olarak okutulan fen derslerinin fen okuryazarlığı bakımından geçmişten günümüze sahip olduğu misyonun değiştiğini söylemek mümkündür. Nitekim Valladares (2021), çalışmasında son 20 yılda geliştirilen bilimsel okuryazarlık kavramının ana vizyonlarının sistematik bir teorik analizini sunmaktadır. Bu analiz çerçevesinde bilimsel okuryazarlığın aktarıcı bir eğitim vizyonundan, sosyal katılım ve özgürleşmeye daha güçlü bir katılımla dönüştürücü bir vizyona geçiş olarak tanımlandığını ifade etmektedir.…”

Section: Introductionunclassified

“…Bu oran ilkokul düzeyinde halen ihmal edilemeyecek düzeyde bir öğrenci kitlemizin temel yeterlik düzeyinin altında olduğunu göstermektedir (Aydın-Ceran, 2021).İncelenen ulusal ve uluslararası bulgular ilkokulda fen eğitiminin önemine, fen okuryazarlığını ve üst düzey yeterlikleri geliştirme odaklı bir fen öğretimi anlayışının gerekliliğine ve dolayısıyla fen öğretim sürecinin niteliğine işaret etmektedir.Harle'ye (2001) göre artık fen bilimleri dersi tüm ülkelerde ilköğretim düzeyinde öğretildiğine ve birçok ülkede yasal bir gereklilik olduğuna göre, ilgi, bunun uygulanıp uygulanmayacağından çok nasıl uygulanacağı konusuna kaymıştır. Kaldı ki çocukların ve gençlerin okullarda fen dersleriyle meşgul olmaları, dünya çapında sürekli olarak azalmaktadır ve günümüz dünyası öngörülemeyen değişikliklere uyum sağlayan, esnek ve sürdürülebilir tepkiler üretmede bireylerin ve toplulukların bilimden yararlanma kapasitesini genişleten bir fen eğitimi talep etmektedir(Valladares, 2021). Bu küresel talep okullardaki fen eğitimi uygulamalarının önemine ve toplumsal misyonuna işaret eden bir niteliktedir.…”

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Öğretim Yöntemlerine Dayanan Fen Eğitimi Araştırmalarında Güncel Eğilimler: İlkokul Düzeyinde Bir Analiz

AYDIN-CERAN

2021

Journal of Individual Differences in Education

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In this study, it is aimed to reveal the current trends in the basic dynamics of science education research based on implementing teaching methods/strategies and conducted with 3rd and 4th grade primary school students in Turkey. From this point of view, the research focused on science education research that implemented a teaching method/strategy at the third and fourth-grade levels between 2018-2021, regarding the Ministry of National Education (MoNE) Science Curriculum revised in 2018. This study, which is a qualitative and descriptive field survey, document analysis was used as a data collection method. Theses and articles were accessed through the YÖK National Thesis Center, ULAKBİM, Turkish Education Index (TEI), Google Scholar, Ebscohost databases and the website Dergipark.gov.tr by using the keywords suitable for the purpose of the research. In this context, 27 studies were reached, 12 of which were master and PhD theses, in accordance with the specified criteria. In this context, theses and articles included in the research were coded through a review form. The data were analyzed by descriptive analysis technique according to the criteria determined in line with the purpose of the research. Result of this research, it was determined that 81% of the studies were conducted in the 4th grade. It is noteworthy that the researches are mostly structured in the units of "Properties of Matter, Effects of Force and Simple Electrical Circuits" in the 4th grades and in the "Let's Get to Know the Matter" unit in the 3rd grades. However, no study could be found in the unit "The Earth's Crust and the Movements of Our World" in the 4th grades, and in the units "Let's Get to Know Our Planet, Our Five Senses, Let's Know the Force, Light and Sounds Around Us, Journey to the World of Living Beings" in the 3rd grades. It has been observed that there is a general tendency towards the use of "Teaching Based on Research-Inquiry and Scientific Process Skills, and Argumentation, Laboratory and Experiment-Centered Teaching Methods" in studies. It has been determined that the studies focus on the development of students' achievement, interest, attitude, scientific process skills, research and problem-solving skills. Also, studies to develop children's STEM, creativity, innovation and life skills Also, are very few and limited.

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Scientific literacy and agency within the Chilean science curriculum: A critical discourse analysis

Guerrero

Torres‐Olave

2021

The Curriculum Journal

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This paper aims to analyse the concepts of scientific literacy and agency in two official documents of the Chilean science curriculum. We used Fairclough's three dimensional model as critical lenses, based on critical discourse analysis, where every discursive event can be analysed: (i) as a text, (ii) as a discursive practice and (iii) as a social practice. The research questions were: ‘How are the different visions of scientific literacy operating and being promoted within the Chilean science curriculum?’ and ‘How is student and teacher agency declared in those documents?’ By understanding the curriculum as a dialectical process, as a social event between planning, executing, and evaluating education, we evidence tensions among different visions and paradigms for both concepts (scientific literacy and agency), specifically, in the transition from one cycle to another in secondary education. The first document has a predominantly neoliberal approach to scientific literacy and the second one presents a focus on citizenship, democracy, and social justice. As a social practice, in both documents, teachers appear under the idea of curriculum implementers, to a certain extent, based on a banking model where teachers are containers to receive someone else's curriculum expertise. The preceding imbalance raises potential tensions based on teacher performance and on student agency. Specifically, students must transition from a passive role and then consider themselves as active subjects who question how to produce knowledge, understanding their role within environmental conflicts within current socio‐political structures for instance.

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Scientific Literacy and Social Transformation

Cited by 136 publications

References 69 publications

The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning: A Systematic Review

The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning: A Systematic Review

Öğretim Yöntemlerine Dayanan Fen Eğitimi Araştırmalarında Güncel Eğilimler: İlkokul Düzeyinde Bir Analiz

Scientific literacy and agency within the Chilean science curriculum: A critical discourse analysis

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