The Implementation of Scientific Literacy as Basic Skills in Norway After the School Reform of 2006

Knain, Erik; Ødegaard, Marianne

doi:10.1007/978-3-319-69197-8_2

Cited by 3 publications

(2 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Based on the results of the preliminary study, respondents stated that it is important to maximize reading literacy activities in elementary schools. Not just 15 minutes before learning, but how to be able to process the information obtained through the writing.Literacy is important because students can develop their ability to read and understand written information and write correctly in various contexts, literacy is very important in the success of studying and acquiring various other life skills (Knain & Ødegaard, 2019;Bar-Kochva et al, 2021). Efforts to improve the quality of quality human resources in the future, building quality individuals can be done early on with basic literacy activities.…”

Section: Discussionmentioning

confidence: 99%

Reading Literacy Model Based Tri Hita Karana for Student's Thinking Skills

Tristiantari¹,

Sunendar²,

Hartati³

et al. 2023

j. ilm. sekol. Dasar

View full text Add to dashboard Cite

Critical thinking skills are fundamental skills in 21st-century learning. One of these skills is influenced by students' reading literacy. However, reading literacy activities in elementary schools have yet to be maximized. This study aimed to analyze teachers' needs in elementary school learning and produce a prototype of the Tri Hita Karana Reading Literacy model. This type of research is research and development (RnD). The research and development model design used was adapted from Borg and Gall's theory. The subjects involved were 55 teachers in the preliminary study, 6 people, and 2 practitioners for the product feasibility test. Methods of data collection for preliminary study are using a questionnaire. Data were analyzed using quantitative descriptive analysis techniques. The research results show that teachers must develop a model to maximize students' literacy activities. Second, the average calculation of the validator's assessment results is 4.3, which means it is in the very good category, with an average number of content aspects of 4.3, layout and design aspects of 4.2, and grammar of 4,4. These results indicate that the THK Literacy Model is considered to have met the validity criteria. The conclusion of the experts regarding the development of this model is that the model can be used with several revisions.

show abstract

Section: Discussionmentioning

confidence: 99%

Reading Literacy Model Based Tri Hita Karana for Student's Thinking Skills

Tristiantari¹,

Sunendar²,

Hartati³

et al. 2023

j. ilm. sekol. Dasar

View full text Add to dashboard Cite

show abstract

“…Accordingly, as science educators, we are aware of the urgent need to further develop ways of understanding and teaching scientific literacy that consider the complexity of science as it entangles with everyday life and to develop pedagogical principles and practices that can be useful to prepare the young generations to manage today's and tomorrow's urgent sustainability challenges (European Union, 2015; Levrini et al, 2020Levrini et al, , 2021. As we argue throughout this study, however, it is not enough to connect scientific issues to the relevance of everyday life; integrating an agency-oriented, politically aware, and transformative stance into science teaching and learning is crucial for successfully connecting action and learning (Bøe et al, 2011;Stetsenko, 2016a;Knain and Odegaard, 2018). Accordingly, in this study, we raise the question: How can we support school students to critically engage with scientific knowledge and expertise, not only to foster decision-making but also to become agents of transformative change as current complex societal challenges require?…”

mentioning

confidence: 94%

Scientific Literacies for Change Making: Equipping the Young to Tackle Current Societal Challenges

Tasquier¹,

Knain²,

Jornet³

2022

Front. Educ.

Self Cite

View full text Add to dashboard Cite

Dealing with the threatening challenges and profound changes that characterise our era requires the development of knowledge and skills to navigate the uncertainty and complexity of science as part of society and everyday life. How can we support school students in transforming the base of knowledge and experiences to face the ongoing crises and contribute as individuals, citizens, and active participants in a democratic society to enable the transformation that is called for? We address this broader question through a study framed within the Horizon 2020 project titled Science Education for Action and Engagement toward Sustainability (SEAS), aimed at promoting new forms of scientific literacy and skills to empower students to become agents of change. Most centrally, SEAS aims at incorporating a transformative dimension that is often lacking in current conceptions of scientific literacy. In SEAS, school and school science are conceived as involving learning and transformation across three spheres—the practical, the political, and the personal—where both individuals and their institutional contexts are subject to change as participants gain agency over their learning processes. In this study, we illustrate this approach and present the analysis of a first pilot iteration within the project’s Italian Local Network, which shows the kind of individual/collective dynamic that the project’s transformative activities afford.

show abstract