A method to quantify major themes of scientific literacy in science textbooks

Chiappetta, Eugene L.; Fillman, David A.; Sethna, Godrej H.

doi:10.1002/tea.3660280808

Cited by 154 publications

(84 citation statements)

References 13 publications

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“…The real natural sciences is a body of knowledge, a way of investigating, a way of thinking, and the interaction among science, technology, and society. Because that, a teacher must know the fundamental aspects of natural sciences, so they can give more complete and comprehensive image about science [1].…”

Section: Introductionmentioning

confidence: 99%

The development of scientific literacy assessment to measure student’s scientific literacy skills in energy theme

Rusilowati

Nugroho

Susilowati

et al. 2018

J. Phys.: Conf. Ser.

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Abstract. The research were aimed to develop and find out of validity, reliability, characteristic of scientific literacy assessment, and find out of the profile of students' scientific literacy skills in Energy themed. The research is conducted in 7 th grade of Secondary School at Demak, Central of Java Indonesia. The research design used R&D (Research and Development). The results of the research showed that the scientific literacy assessment was valid and reliable with 0.68 value in the first try out and 0.73 value in the last try out. The characteristics of the scientific literacy assessment are the difficulty index and the discrimination power. The difficulty index and distinguishing are 56.25% easy, 31.25% medium, and 12.5% very difficult with good discrimination power. The proportion of category of scientific literacy as the body of knowledge, the science as a way of investigating, science as a way of thinking, and the interaction among science, environment, technology, and society was 37.5%:25%:18.75%:18.75%. The highest to the lowest profile of students' scientific literacy skills at Secondary School Demak was 72% in the category of science as a way of thinking and the lowest was 59% in the category of science as the body of knowledge.

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Section: Introductionmentioning

confidence: 99%

The development of scientific literacy assessment to measure student’s scientific literacy skills in energy theme

Rusilowati

Nugroho

Susilowati

et al. 2018

J. Phys.: Conf. Ser.

View full text Add to dashboard Cite

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“…It requires drawing on multiple operations whose coordinated activity enables the reader to extract, interpret, judge, and understand what has been read (Chiapetta, Sethna, & Fillman, 1991;Lemke, 1990). Far from being merely a passive and receptive subject limited to decoding, the reader takes an active role, applying knowledge and schemata as well as skills and experience to the search for meaning.…”

Section: Reading Science Texts and Writing A Summary: Some Datamentioning

confidence: 99%

Understanding Causality in Science Discourse for Middle and High School Students. Summary Task as a Strategy for Improving Comprehension

Gascón

Escudero

2015

Literacy Studies

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Reading comprehension involves a reader developing a mental representation of a text through the establishment of causal relations based on the ideas and events in the text. This is especially relevant to scientific text comprehension. Causal relations are fundamental to the process of comprehension as they provide a framework or scaffolding to order information in a logical way that is consistent with the argument. The most common method of assessing comprehension is based on the reader answering a series of multiple choice questions. It is unusual for comprehension measures to use an open task such as a summary. However, summaries require the reader to use writing skills as well as those of comprehension, thus revealing wide individual differences among students. This gives rise to two questions: (a) up to what point is a summary a reflection of the causal structure of a text, and (b) what-if any-is the influence of the causal relations on the comprehension of more competent and less competent readers? In this chapter we analyze the causal structure of scientific texts, as opposed to that of narratives, and explore how high school students process and comprehend these causal relations. We also examine how students' comprehension of causal relations can be evaluated by multiple choice tasks or open tasks such as summaries. Finally, we discuss some educational implications for improving comprehension in science.

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“…Many authors have pointed to textbooks as powerful resources for science education (e.g., [36,37]). Textbooks may support independent learning and promote parental participation [38].…”

Section: Stse Issues In Textbooksmentioning

confidence: 99%

“…Chiappetta and colleagues [36] and Lumpe and Beck [48] analysed secondary school chemistry and biology textbooks in terms of the balance between four aspects: knowledge of science, investigative NOS, science as a way of thinking, and the interaction between science, technology, and society. The authors concluded that the textbooks focused on scientific content and its vocabulary, thus representing an unbalanced account for SL.…”

Section: Stse Issues In Textbooksmentioning

confidence: 99%

To What Extent do Biology Textbooks Contribute to Scientific Literacy? Criteria for Analysing Science-Technology-Society-Environment Issues

2015

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Our article proposes a set of six criteria for analysing science-technologysociety-environment (STSE) issues in regular textbooks as to how they are expected to contribute to students' scientific literacy. We chose genetics and gene technology as fields prolific in STSE issues. We derived our criteria (including 26 sub-criteria) from a literature review of the debate in science education on how to increase scientific literacy. We inspected the textbooks regarding the relationships between science, technology, society, and environment, and considered the presence of the decontextualized and socially neutral view of science as distorted view. We, qualitatively and quantitatively, applied our set of criteria to two German Biology textbooks and identified, in total, 718 STSE statements. Based on the frequencies of different criteria and sub-criteria in the textbooks, we drew conclusions concerning STSE issues and the underlying conceptions of science and technology, which might hinder the furtherance of scientific literacy. The applicability of our approach in other science education contexts is discussed.

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A method to quantify major themes of scientific literacy in science textbooks

Cited by 154 publications

References 13 publications

The development of scientific literacy assessment to measure student’s scientific literacy skills in energy theme

The development of scientific literacy assessment to measure student’s scientific literacy skills in energy theme

Understanding Causality in Science Discourse for Middle and High School Students. Summary Task as a Strategy for Improving Comprehension

To What Extent do Biology Textbooks Contribute to Scientific Literacy? Criteria for Analysing Science-Technology-Society-Environment Issues

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