Developing Scientific Literacy in a Primary School

Periódico: International Journal of Science Education

Publicação: Volume 34, Number 1, January 2012, pp. 127-152

Título do artigo: Developing Scientific Literacy in a Primary School

Autores: Kathleen Veronica Smith^a, John Loughran^a*, Amanda Berry^a & Cathy Dimitrakopoulos^a

Published online: 25 May 2011

Abstract

The science education literature demonstrates that scientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of what it means for learning outcomes. To date the teacher voice has been noticeably absent from this debate even though the very nature of teacher expertise lies at the heart of the processes which shape students' scientific literacy. The research reported in this paper taps into the expertise of (participating) primary teachers by analyzing the insights and thinking that emerged as they attempted to unravel some of the pedagogical complexities associated with constructing an understanding of scientific literacy in their own classrooms. The research examines the processes and structures within one primary school that were created to provide conditions to allow teachers to explore and build on the range of ideas that presently inform the scientific literacy debate. The research reports these teachers' views and practices that shaped their actions in teaching for scientific literacy.

Keywords: Scientific literacy, Teacher development, Primary school

DOI: 10.1080/09500693.2011.565088

The Use of Newspaper Articles as a Tool to Develop Critical Thinking in Science Classes

Periódico: International Journal of Science Education

Publicação: Volume 35, Number 6, 1 April 2013 , pp. 885-905(21)

Título: The Use of Newspaper Articles as a Tool to Develop Critical Thinking in Science Classes

Autores: Begoña Oliveras; Conxita Márquez; Neus Sanmartí

Abstract:

The aim of this research is to identify the difficulties experienced by secondary school students (aged 15–16) with the critical reading of newspaper articles with scientific content. Two newspaper critical reading activities in relation to the study of various scientific contents were designed and carried out in two schools (61 students in total), one with a student population from a medium to high social and economic bracket and the other with students from a medium to low social and economic bracket. These activities were designed taking into account the phases of the reading process: before, during and after reading. In order to analyse the difficulties ‘Elements of science critical reading’ were identified on the basis of the ‘Elements of reasoning’ of Paul and Elder and the categories proposed by Bartz C.R.I.T.I.C. questionnaire and a scale was drawn up. The results show that the activities designed were useful in helping students to read critically. We also rated very positively the instrument created to assess the students' answers: the scale based on the performance indicators of Paul and Elder. This instrument enabled us to detect the aspects of critical thinking where students have the most difficulties: identifying the writer's purpose and looking for evidence in a text. It was also shown that the stance taken in the articles also had an influence on the results.

Keywords: Critical thinking; Newspaper critical reading; Scientific literacy; Secondary school

Critical Friendship, Collaboration and Trust as a Basis for Self-Determined Professional Development: A case of science teaching

Periódico: International Journal of Science Education

Publicação: Volume 35, Number 1, 1 January 2013 , pp. 65-85(21)

Título do artigo: Critical Friendship, Collaboration and Trust as a Basis for Self-Determined Professional Development: A case of science teaching

Autores: Ramnarain, Umesh Dewnarain¹; Modiba, Maropeng²

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Abstract:

This paper describes the development of curriculum design expertise from the perspective of a teacher reflecting on a science lesson. His involvement in the research process resulted in a self-determined professional development strategy. The description comes from data collected through lesson observations and an in-depth stimulated recall discussion to probe and uncover the teacher's understanding of the importance of the curriculum design principles related to his lesson. These data are supplemented with lessons plans studied over several months. Views expressed indicate that the professional development of the teacher was grounded in trust and trust-building that took time. The views also, suggest, amongst other issues, how empowerment evaluation can be used in enabling development in curriculum design.

Keywords: Empowerment evaluation; Professional development; Science curriculum reform; Scientific literacy; Stimulated recall discussion

DOI: http://dx.doi.org/10.1080/09500693.2012.742593

Promoting Science Outdoor Activities for Elementary School Children: Contributions from a research laboratory

Periódico: International Journal of Science Education

Publicação: Volume 35, Number 5, 1 March 2013 , pp. 796-814(19)

Título do artigo: Promoting Science Outdoor Activities for Elementary School Children: Contributions from a research laboratory

Autores: Boaventura, Diana¹; Faria, Cláudia²; Chagas, Isabel²; Galvão, Cecília²

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Abstract:

The purposes of the study were to analyse the promotion of scientific literacy through practical research activities and to identify children's conceptions about scientists and how they do science. Elementary school children were engaged in two scientific experiments in a marine biology research laboratory. A total of 136 students answered a questionnaire about their previous habits towards science and carried out the following actions: (1) a guided visit to the laboratory, (2) a brief presentation of the research theme, (3) the development of two experiments, and (4) a questionnaire about the experiments and science conceptions. The research methods included observation, document analysis, and content analysis of the answers to the questionnaires. Additionally, each visit was video recorded in order to design learning materials. The results revealed that most of the pupils were able to follow every stage of experimentation. However, some of them misinterpreted results and conclusions. One implication of the study is that this type of outdoor activity is extremely important to promote meaningful science learning in children, but more care should be taken in practical science activities so that children can overcome some common difficulties when performing scientific inquiry.

Keywords: Elementary School; Laboratory; Literacy; Outdoor Activities; Scientific Inquiry

DOI: http://dx.doi.org/10.1080/09500693.2011.583292

Pre-Service Elementary Teachers' Conceptions about Wind

Periódico: International Journal of Science Education

Publicação: Volume 35, Number 11, 1 July 2013 , pp. 1902-1924(23)

Título do artigo: Pre-Service Elementary Teachers' Conceptions about Wind

Autores: Mandrikas, Achilleas; Skordoulis, Constantine; Halkia, Krystallia

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Abstract:

This paper presents a study concerning Greek pre-service elementary teachers' (PET) conceptions about wind. The study focuses on their (i) understanding of scientific concepts used to explain wind formation, (ii) conceptions about wind measurement and (iii) ability to read and translate symbols of wind on weather maps. Our research reveals a lack of understanding in wind formation mechanism, and difficulties in orientation and in weather maps reading. Our findings are consistent with previous research carried out in different national and educational contexts. In the final section, we outline the implications of these findings for the design of learning activities concerning wind in primary, secondary and tertiary education including Environmental Science courses attended by PET.

Keywords: Pre-service; Scientific literacy; Teacher development

DOI: http://dx.doi.org/10.1080/09500693.2012.706374