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Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to scienceâ€"whether using knowledge or creating itâ€"necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societiesâ€"and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research.
This report presents the conceptual foundations of the OECD Programme for International Student Assessment (PISA), now in its seventh cycle of comprehensive and rigorous international surveys of student knowledge, skills and well-being. Like previous cycles, the 2018 assessment covered reading, mathematics and science, with the major focus this cycle on reading literacy, plus an evaluation of students’ global competence – their ability to understand and appreciate the perspectives and world views of others. Financial literacy was also offered as an optional assessment.
Solidly grounded in current recommendations of the National Science Education Standards, this text offers teaching guidance and strategies for physical, biological, and earth science courses for middle school, junior high, and high school. The authors' extensive curriculum development experience imbues the text with a practical focus. Their collective knowledge of the field balances coverage of the theory and research behind the strategies they present. Also, inherent in the text is a description of the role of constructivism in science teaching and the connection between science and society including how technological development is driven by societal needs. The full text downloaded to your computer With eBooks you can: search for key concepts, words and phrases make highlights and notes as you study share your notes with friends eBooks are downloaded to your computer and accessible either offline through the Bookshelf (available as a free download), available online and also via the iPad and Android apps. Upon purchase, you'll gain instant access to this eBook. Time limit The eBooks products do not have an expiry date. You will continue to access your digital ebook products whilst you have your Bookshelf installed.
The development of science literacy has the potential to have an enormous impact on real world outcomes. Specifically, developing science literacy may persuade individuals to act. We hope that this book will influence scientists, science journalists, sociologists, anthropologists, communication specialists, political leaders, media outlets, educational institutions, and individual science content consumers. The chapters in this book describe a definition of science literacy that draws on the emotional, cognitive, and social. The authors strive to help prepare individuals to read, write, and speak science in a continuously evolving information landscape. In order to meet these objectives, the chapters examine both qualitative and quantitative research. It is within these frameworks that we can begin to address science literacy in the 21st century.
Scientific literacy is part of national science education curricula worldwide. In this volume, an international group of distinguished scholars offer new ways to look at the key ideas and practices associated with promoting scientific literacy in schools and higher education. The goal is to open up the debate on scientific literacy, particularly around the tension between theoretical and practical issues related to teaching and learning science. Uniquely drawing together and examining a rich, diverse set of approaches and policy and practice exemplars, the book takes a pragmatic and inclusive perspective on curriculum reform and learning, and presents a future vision for science education research and practice by articulating a more expansive notion of scientific literacy.
""This is an excellent source of ideas on using the media to enrich science teaching and engage pupils. It contains numerous ideas on using newspapers and other sources in science and how to encourage young people to read them carefully and critically." Prof Jerry Wellington, School of Education, University of Sheffield, UK "Throughout the book, all the ideas, content, suggestions and arguments are supported by in-depth research and solid referencing, making this an authoritative, yet eminently readable, reference volume for current and would-be secondary science teachers." School Science Review Science-related news stories have great potential as a resource for teaching and learning about science and its impact on society. By demonstrating the relevance of the subject in everyday life, they can form a valuable bridge between the school classroom and the ‘real world’. Worldwide, those advocating science education reform stress the need to promote ‘scientific literacy’ among young people and typically this includes equipping students to critically engage with science reports in the media. However, very little guidance exists for those who wish to do so. Developing Scientific Literacy addresses this gap, offering a much-needed framework for teachers wishing to explore ‘science in the media’ in secondary schools or colleges. It suggests how teachers across a number of subject areas can collaborate to promote among young people an aptitude and ability to engage thoughtfully with science in the media. Drawing on research and development work, the authors: Describe key characteristics of science news reporting Discuss its potential as a resource for teaching and learning about science and for developing young people’s criticality in respect of such reports Identify appropriate instructional objectives and suggest activities through which these might be achieved This timely book is a source of valuable ideas and insights for all secondary science teachers. It will also be of interest to those with responsibilities for initial teacher training and continuing professional development.
Engage your students in scientific thinking across disciplines! Did you know that scientists spend more than half of their time reading and writing? Students who are science literate can analyze, present, and defend data – both orally and in writing. The updated edition of this bestseller offers strategies to link the new science standards with literacy expectations, and specific ideas you can put to work right away. Features include: A discussion of how to use science to develop essential 21st century skills Instructional routines that help students become better writers Useful strategies for using complex scientific texts in the classroom Tools to monitor student progress through formative assessment Tips for high-stakes test preparation
In response to the No Child Left Behind Act of 2001 (NCLB), Systems for State Science Assessment explores the ideas and tools that are needed to assess science learning at the state level. This book provides a detailed examination of K-12 science assessment: looking specifically at what should be measured and how to measure it. Along with reading and mathematics, the testing of science is a key component of NCLBâ€"it is part of the national effort to establish challenging academic content standards and develop the tools to measure student progress toward higher achievement. The book will be a critical resource for states that are designing and implementing science assessments to meet the 2007-2008 requirements of NCLB. In addition to offering important information for states, Systems for State Science Assessment provides policy makers, local schools, teachers, scientists, and parents with a broad view of the role of testing and assessment in science education.
REVERE Award Finalist, PreK-12 Learning Group, Association of American Publishers! " Functional scientific literacy requires an understanding of the nature of science and the skills necessary to think both scientifically and ethically about everyday issues." -- from the introduction to It's Debatable! This book encourages scientific literacy by showing you how to teach the understanding and thinking skills your students need to explore real-world questions like these: - Should schools charge a "tax" to discourage kids from eating unhealthy foods? - Should local governments lower speed limits to reduce traffic fatalities? - Should pharmaceutical companies be allowed to advertise prescription drugs directly to consumers? At the core of the exploration is the Socioscientific Issues Framework. The framework gives students practice in the research, analysis, and argumentation necessary to grapple with difficult questions and build scientific literacy. After introducing the concept of the framework and explaining how it aligns with the Next Generation Science Standards, the book shows you how to implement it through seven units targeted to the elementary, middle, and high school levels. You even find out how to develop your own socioscientific issues curriculum. Both practical and content-rich, It's Debatable! doesn't shy away from controversy. Instead, the authors encourage you and your students to confront just how messy the questions raised by science (and pseudoscience) can be. After all, as the authors note, " The only way for our students to be prepared for participation in societal discourse is to have practice in their school years, and what better place than the science classroom?"
Solidly grounded in current recommendations of the National Science Education Standards, this text offers teaching guidance and strategies for physical, biological, and earth science courses for middle school, junior high, and high school. The authors' extensive curriculum development experience imbues the text with a practical focus. Their collective knowledge of the field balances coverage of the theory and research behind the strategies they present. Also, inherent in the text is a description of the role of constructivism in science teaching and the connection between science and society including how technological development is driven by societal needs.