Assessing the biological literacy cognitive components of 10th and 11th grade students

Post, Aveliis; Semilarski, Helin; Laius, Anne

doi:10.12697/eha.2017.5.1.07

Cited by 4 publications

(6 citation statements)

References 21 publications

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“…Students were given readings and then asked how the mechanism of antiviral medications works in limiting the rate of virus reproduction, same as they did with hepatitis questions. This is consistent with the findings of a study done by Post et al (2017), which found that students had poor decision-making and creative fluency regarding biological literacy.…”

Section: Figure 2 Student Biological Literacy Results At Each Levelsupporting

confidence: 92%

Assessment of biological literacy for high school students

Suhadi

Ristanto

Sigit

et al. 2023

Biosfer

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Biological literacy is the individual's ability to determine the prior knowledge to understand the terms, concepts, procedural, benefits, and relationships of biological sciences in life. This study aims to measure students' biological literacy skills. This study approach was conducted descriptively, with grades, levels, and material indicators utilized to assess biological literacy skills. The population in this study was students from grade X Mathematics and Natural Sciences, Baitul Qurro Islamic Senior High School, with a sample size of 44 students drawn from the overall population. The instrument employed was a multiple-choice with up to 15 items about viruses related concepts. The data were analyzed descriptively. The results of this study revealed that 50% of students have low biology literacy skills. The highest percentage of students' biological literacy skills was found in indicator 4 (interpreting the role of viruses in life), 61%, while the lowest was in indicator 3 (analyzing virus replication), with 42%. The percentage of students' literacy skills in each level of biological literacy was highest at the structural level, with 58%, while the lowest was at the nominal level, with 44%. The low level of student biological literacy indicates that research is needed to find the right strategy to improve biological literacy skills in learning.

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Section: Figure 2 Student Biological Literacy Results At Each Levelsupporting

confidence: 92%

Assessment of biological literacy for high school students

Suhadi

Ristanto

Sigit

et al. 2023

Biosfer

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“…Biological knowledge (Köksal & Köksal, 2012;May et al, 2013;Mertens & Hendrix, 1982;Post et al, 2017;Uno, 2009) or content knowledge (Kampa & Köller, 2016) is one the most important components of biological literacy (BL). Demastes and Wandersee (1992) suggested that essence of BL is to understand biological principles: information, energy flow, organisms and evolution.…”

Section: The Identified 7 Components Of Biological Literacy 1 Knowledgementioning

confidence: 99%

“…From the early articles, the problem solving has been an important component of BL (Lemons, 1994;Mertens & Hendrix, 1982;Post et al, 2017;Roberts, 2001;Suwono et al, 2017;Uno & Bybee, 1994;Wright, 2005). Many authors considered the decision-making skill (e.g.…”

Section: Abilitiesmentioning

confidence: 99%

“…Hoots (1999) pointed out that scientific thinking was needed for BL. Post et al (2017) investigated students' decision making and reasoning skills as the components of BL as well as scientific creativity. All above mentioned skills could be categorised as core competences of BL that are outlined by Begley in 2012 (incl.…”

Section: Abilitiesmentioning

confidence: 99%

“…Also, biologically literate people should know and should use biological language. Biological knowledge is an important aspect of BL as well as core concepts (Mertens & Hendrix, 1982;Post et al, 2017;Uno, 2009).…”

Section: Cognitive Dimension (Biological Knowledge Conceptual Underst...mentioning

confidence: 99%

See 2 more Smart Citations

Exploring Biological Literacy: A Systematic Literature Review of Biological Literacy

Semilarski¹,

Laius²

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">A large number of articles in the field of science education reflect on scientific literacy as the main goal of science education (SE), although often with varying viewpoints. Nevertheless, researchers have begun to highlight subject-specific teaching practices that are expected to specifically enhance science subject teaching, including biology. The main aim of this theoretical article is to come on consensus and to conceptualise the term biological literacy (BL) more clearly and to present a theoretical concept of BL, composed on the basis of systematically analysed articles. This theoretical concept includes two dimensions of BL: (1) cognitive (cognitive skills, conceptual understanding, biological inquiry) and (2) affective dimension, based on systematic literature review (SLR). This theoretical concept also includes in addition four dimensions of BL: (3) sustainability; (4) interdisciplinarity, (5) career awareness and (6) nature of biology (NOB), based on literature review (LR) of recent decades, that was conducted to write theoretical overview of this research.</p>

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