As an educator with no former degree in education, scientific literacy in its raw term means a display of a student 's adequate understanding of scientific terms. The word “literacy” can either mean one’s ability to read and write or knowledgeability, learning, as well as education (Norris and Phillips, 2003). Therefore, scientific literacy would mean the above definition in the field of science. Perhaps due to ignorance, this term was at first foreign to me. In researching for this assignment, however, it dawned on me why scientific literacy is a central issue in science education.
I learned that science fair projects let students learn, use, and demonstrate the importance of science and the reason behind why things happen around us. As a future educator, I took away the idea that a student’s science project reflects what they enjoy and are interested in. I learned that students need to be prepared for active learning and given the opportunity to enhance their own learning. Rather than simply completing a project to fulfill an assignment, I learned that students need to emerge with a broader view of the importance of their research. After conducting interviews, I learned that students need to value science outside of the classroom and reach beyond the classroom.
Although the composite sense of scientific literacy has been widely recognize, science education researcher have essentially not measured the concepts in a composite manner. Measure of individual dimensions such as nature of science, attitude towards science and science content knowledge were thus also used and referred to as measures of scientific literacy (Laugksch, R.C., 1999). The dimension of scientific literacy regarding science content knowledge has been of particularly keen interest to science educator as the assessment of students’ conception of various important concepts in science is vital to much of teaching and learning in the science. A number of instrument have been develop to investigate particular aspects of students’ understanding of the nature science. The nature of science is associated with Miller’s third dimension of scientific literacy which is closely allied to science technology society (STS) movement which emphasize a holistic, problem solving approach to science teaching and attempt to deal with current social issues impacting on society (Laugksch, R.C.,
Scientific Argumentation Scientific argumentation refers to a complex learning practices of the individual towards science through discourse and scientific reasoning. Obviously, arguments forwarded to the audience in mind. Hence, scientific argumentation is a social process which consist of generating and criticizing arguments (Newton, Driver, & Osborne, 1999; Nussbaum, Sinatra, & Poliquin, 2008). Engaging in argumentation, at its core, is a practice of reason giving, a curious journey to understand science through scientific reasoning and critical thinking (Kind & Osborne, 2017). Such engagements in scientific discourse make student to act like a professional scientist and develop a culture to accept or reject any claim based on the inference
This course, KML 6013 Cognitive Science Foundations of Learning Sciences had gave me a chance to explore and learn the very fundamental mechanisms, principles and theories of cognitive sciences. There are twelve units in this course, and every unit has its significance and implications in learning sciences. I will do a short reflection on each of the unit and then will come to a conclusion on what I had learned along the semester. Introduction to Cognitive Science Foundations of Learning Sciences. Cognitive science is the interdisciplinary scientific study on how does the mind works.
STEM stands for Science, Technology, Engineering, and Math. Sometimes Arts is included, changing the acronym to STEAM. Although there are many circumstances that contribute to choosing a STEM career, positive role models are the most influential in empowering adolescents to choose an education in STEM. Currently in the United States, while the dependence on STEM workers is increasing, the interest
This essay has further discussed how my perception has changed thereafter. Furthermore it has discussed the importance of Natural science and reasons why it should be taught in schools. Solids, Liquids and Gases Classroom Activity 1 1. Name the three states in which materials around us can be found? (3) _________________, _________________ and _____________ 2.
Meanwhile, constructivism helped the researcher in conceptualizing this study. It serves as a theoretical organizer for many science educators who are trying to understand cognition in science (Lunetta, 1998) learners construct their ideas and understanding on the basis of series of personal experiences. Under this theory, educators focus on making connections between facts and fostering new understanding in students. Teachers also promote open-ended questions and extensive dialogue among students. Kurt Lewin theorized a three-stage model of change that is known as the unfreezing-change-refreeze model that requires prior learning to be rejected and replaced.
Evolving methodologies for curriculum and instruction are essential to improving how we educate. McMillian positions that essential to this is understanding the value of scientific inquiry. He explains, “the principles of scientific inquiry provide the foundation for conducting studies…analyzing educational problems, making decisions, and designing, conducting, reporting, and evaluating” (McMillian, 2016, p. 7) to provide significant benefits for engaging students and affecting achievement. Among the changing methodologies is the consensus that the use of STEM-education concepts are necessary to prepare students for 21st century skill-building. Subsequently, this has led to an instructional methodology that highlights math-centered curriculum, and the instruction of science and technology as independent of core content.
Pedagogy is very important in the teaching and learning of science. They serve as paths leading to the understanding of concepts taught to students and so form an integral part of classroom experiences. Various methods are open to teachers to use to teach, right from kindergarten to tertiary levels to enhance students’ understanding of scientific concepts. Coll, France, and Taylor, (2005) pointed out that the use of analogies and mental models can enhance students understanding of complex and abstract scientific conceptions. Concept mapping is one teaching method which has gained grounds in the teaching and learning of biology and other related science subjects in the western countries.