article Developing scientific literacy of high school students throug inquiry based
education
Elena Čipková, Zuzana Balážová, Štefan Karolčík
information
year: 2017
issue: 2
fulltext: PDF
online publishing date: 30/6/2017
DOI: 10.14712/25337556.2017.2.1
ISSN (Online): 2533-7556
Toto dílo podléhá licenci Creative Commons Uveďte původ 4.0 Mezinárodní License.
abstract
The development of science literacy is an important aim of science education. A scientifcally literate individual is able to distinguish information based on scientifc research from information that is not, make correct decisions benefcial to the world of nature, to their own lives, and to the society, on the basis of critical assessment and evaluation of evidence-based arguments. Examples of selected learning activities aimed at solving problems through students’ research using computer-supported laboratory of natural sciences are presented in this article. On the basis of achieved results, we state that it is possible to the students in developing their science literacy through targeted use of teaching methods and approaches aimed at students’ own experimentation. However, widening the space for solving problems, realisation of students’ experimental activities, collection and analysis of the data and application of thereby acquired knowledge requires strengthening of education of natural sciences subjects. Tis can be achieved through increase of lessons existing natural sciences classes per week or through inclusion of a new subject which would provide space for the application of cross-section topics and active solving of problems through students’ research
keywords
inquiry based education, science literacy
fulltext (PDF )
References
American Association for the Advancement of Science (AAAS). (1990). Science for All Americans. New York: Oxford University Press.
Balážová, Z. (2015). Rozvíjanie prírodovednej gramotnosti prostredníctvom počítačom podporovaných prírodovedných laboratórií. [Diplomová práca]. Bratislava: Prírodovedecká fakulta Univerzity Komenského v Bratislave. 126 s.
Čipková, E., Karolčík, Š., Žarnovičan, H. (2014). Bádateľsky orientované vyučovanie s využitím počítačom podporovaného prírodovedného laboratória. Bratislava: Univerzita Komenského v Bratislave. 880 s. ISBN 978-80-223-3743-4.
Čipková, E., Karolčík, Š. (2015). Bádateľsky orientované vyučovanie s využitím meracích systémov. Moderní vyučování, 21(5-6), 39-41.
Harlen, W. (2001). The assessment of scientific literacy in the OECD/PISA project.
Hodson, D. (2008). Towards Scientific Literacy. A Teachers’ Guide to the History, Philosophy and Sociology of Science. Sense Publishers, Rotterdam.
Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science education, 84(1), 71-94. https://doi.org/10.1002/(SICI)1098-237X(200001)84:1<71::AID-SCE6>3.0.CO;2-C
National Research Council (NRC). (1996). National Science Education Standards. Washington, DC: National Academies Press.
Nuffield Foundation. 2016. What do we mean by 'scientific literacy'? Retrieved from http://www.nuffieldfoundation.org/twenty-first-century-science/scientific-literacy
Organisation for Economic Co-operation and Development (OECD). (2013). PISA 2015 DRAFT SCIENCE FRAMEWORK.
Quinn, H., Schweingruber, H., & Keller, T. (Eds.). (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
Padilla, M. J. (1990). The science process skills. Research Matters-to the science Teacher, 9004.