The Potential Contribution of Geography Curriculum to Scientific Literacy

Xuan, Xiaowei; Jin, Qingna; Jo, İnjeong; Duan, Yushan; Kim, Mi‐Jung

doi:10.1080/00221341.2019.1611906

Cited by 12 publications

(8 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Os autores afirmam que essas tarefas híbridas demonstram como as narrativas históricas são construídas e, ao mesmo tempo, desenvolvem habilidades analíticas e de raciocínio aplicadas às questões de cidadania, recomendando que as práticas de alfabetização lancem mão de guias, com dicas e sugestões sobre o que deve ser incorporado em cada parte do texto, e que sirvam de andaimes para ajudar os estudantes a alcançarem a complexidade ensejada. Xuan et al (2019), ao discutirem como o currículo de geografia pode potencializar a alfabetização científica, definem-na com base em quatro aspectos: o conhecimento disciplinar, que se refere aos fatos, conceitos, princípios, leis, hipóteses, teoria e modelos; a investigação, que se refere às habilidades de analisar e avaliar informações para projetar conclusões; a aplicação e a conexão, que se referem ao uso pessoal da ciência como forma de saber; e os valores e as atitudes, que se referem à visão de mundo, às emoções, às motivações pessoais e ao engajamento em questões morais e éticas. Lawrence et al (2019) discutem como projetar práticas de alfabetização científica que sejam envolventes e contribuam para a pesquisa histórica, e enfatizam o papel das fontes primárias e da incorporação do ensino por investigação e resolução de problemas.…”

Section: Resultsunclassified

Alfabetização Científica Nas Ciências Humanas: O Início De Um Diálogo

Ferreira

Moraes

2022

Cad. Pesqui.

View full text Add to dashboard Cite

Resumo Esta pesquisa propõe discutir e problematizar a aproximação entre a noção de alfabetização científica e o ensino escolar das ciências humanas. Enunciamos os resultados da análise de 32 artigos com o objetivo de extrair as suas principais contribuições, princípios, desafios e sugestões com potencial para fomentar esse diálogo. O método aplicado para a construção da análise foi uma heurística cujos resultados deram visibilidade a quatro aspectos gerais: a alfabetização científica como forma de qualificar o ensino escolar das humanidades, o fortalecimento de uma visão sobre a educação escolar baseada em valores científicos, a valorização das práticas como lugar da experiência formativa e a viabilidade de a alfabetização científica ser pensada como uma prática social.

show abstract

Section: Resultsunclassified

Alfabetização Científica Nas Ciências Humanas: O Início De Um Diálogo

Ferreira

Moraes

2022

Cad. Pesqui.

View full text Add to dashboard Cite

show abstract

“…One of them involves the efforts to avoid physical contact such as shaking hand or contact with metal objects. Efforts to provide further information related to the PEB must be carried out through environmental education [30]- [32].…”

Section: Resultsmentioning

confidence: 99%

E-learning in new normal COVID-19 era: Measure HOTS and pro-environmental behavior about environmental pollution

Ichsan

Purwanto

Rahmayanti

2021

IJERE

View full text Add to dashboard Cite

<span>Current environmental learning amid the COVID-19 new normal situation requires an innovation. This is due to students need various skills to solve environmental pollution issues using Higher Order Thinking Skills (HOTS) and is implemented in the form of Pro-Environmental Behavior (PEB). The innovation is aimed at supporting e-learning utilization. This study aims to delineate university students’ HOTS and PEB and examine the e-learning utilization. Method used in the study is descriptive method using survey technique. Samples involved in the research are 265 university students. The study results indicate that the students’ HOTS score is, overall, in a very low category (31.37). The students’ PEB score, however, is already in a very high position (89.88) as a form to prevent COVID-19 in their surrounding environment. The result of e-learning description suggests that there are still some obstacles in terms of e-learning implementation. The research concludes that the HOTS score is relatively low, whereas the PEB score must be maintained. Suggestions proposed from this study is that to develop teaching materials or learning media, in this context book or supplementary book can be develop, related to environmental pollution as a disaster mitigation effort amid the COVID-19 new normal situation.</span>

show abstract

“…While empirical studies suggest that students exhibit increased interest in practical, active teaching strategies such as experiments (Bent et al, 2013;Hemmer et al, 2007;Kidman, 2018), teachers perceive the use of these strategies as challenging (Akuma & Callaghan, 2019;Fögele et al, 2020). International (Maddox et al, 2018;Xuan et al, 2019) and German empirical studies (Hemmer & Hemmer, 2010;Hof & Hennemann, 2013) show a lack of implementation and relevance of inquiry-based teaching in geography and identify the challenges and opportunities inherent in promoting experiments as an aspect of inquiry-based teaching in the geography classroom.…”

Section: Challenges and Benefits Of Experimentsmentioning

confidence: 99%

“…Third, students' higher experimental competencies after the experimental learning phase indicate that GeoBox promotes the scientific practices that the National Research Council (2012), the TIMSS science framework (Jones et al, 2013), the German national geography education standards (DGFG, 2014) and international geography education research (e.g. Roberts, 2013Roberts, a, 2013Xuan et al, 2019) described. Thereby, GeoBox addresses relevant knowledge gaps of students that Peter and Sprenger (2014) identified.…”

Section: Evaluation Of the Experimental Kitmentioning

confidence: 99%

Students’ motivation during experimental activities: an empirical study with GeoBoxes in Germany

Naujoks

Gölitz

Tellesch-Bülow

et al. 2022

International Research in Geographical and Environmental Educat

View full text Add to dashboard Cite

Students' motivation during experimental activities: An empirical study with GeoBoxes in GermanyThis study investigates students' motivation during experimentation in geography lessons by implementing a newly developed experimental kit on soils (GeoBox) in Germany. The study focuses on a first evaluation by means of a one-group pretest/posttest design. Fifth-grade students (N = 166) answered a questionnaire pertaining to regular geography lessons (pretest) and took part in eight lessons with GeoBox, followed by a questionnaire regarding the experimental learning phase (posttest). Upon comparison of pretest and posttest scores, the results showed significant intra-individual differences regarding activation and students' motivation. Students valued GeoBox and expected to be successful at tasks that entailed use of the kit.

show abstract

The Potential Contribution of Geography Curriculum to Scientific Literacy

Cited by 12 publications

References 24 publications

Alfabetização Científica Nas Ciências Humanas: O Início De Um Diálogo

Alfabetização Científica Nas Ciências Humanas: O Início De Um Diálogo

E-learning in new normal COVID-19 era: Measure HOTS and pro-environmental behavior about environmental pollution

Students’ motivation during experimental activities: an empirical study with GeoBoxes in Germany

Contact Info

Product

Resources

About