Cross-Cultural Comparison of Perceptions on the Global Scientific Literacy With Australian, Chinese, and Korean Middle School Students

Mun, Kongju; Lee, Hyunju; Kim, Sung Won; Choi, Kyunghee; Choi, Sung Youn; Krajcik, Joseph

doi:10.1007/s10763-013-9492-y

Cited by 10 publications

(13 citation statements)

References 31 publications

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“…The reason proposed for this in the literature is that female pre-service teachers have higher interest in and curiosity about science courses than male pre-service teaches. Mun, Lee et al (2013) conducted a study on a total of 646 students; 198 students from Australia, 230 students from China and 218 students from South Korea, by using the universal literacy scale. Their findings revealed that the female participants are better at accepting criticism, paying attention to group objectives and establishing empathy with nature and human beings than the male participants.…”

Section: Resultsmentioning

confidence: 99%

Fen Bilgisi Öğretmen Adaylarının Türkiye İstatistiki Bölge Birimlerine Göre Evrensel Fen Okuryazarlık Düzeyi

Can

Çelik

2020

Pamukkale University Journal of Education

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Bu çalışmanın amacı, Türkiye İstatistiki Bölgelerinin farklı birimlerinde öğrenim görmekte olan fen bilgisi öğretmen adaylarının Evrensel Fen Okuryazarlığı'nın hangi düzeyde olduğu; evrensel fen okuryazarlık düzeyine istatistiki bölge birimleri, cinsiyet ve sınıf düzeyi değişkenlerinin etkisini araştırmaktır. Araştırma, 2015-2016 Eğitim-Öğretim Yılı Bahar Yarıyılında Türkiye'nin 12 farklı istatistiki bölge birimlerinde yer alan 20 üniversitenin eğitim fakültelerinde öğrenim gören 1088 birinci sınıf ve 920 dördüncü sınıf olmak üzere, toplam 2008 (Kadın:1564; Erkek:444) fen bilgisi öğretmen adayı ile yürütülmüştür. Elde edilen bulgularda, tüm boyutlarda fen bilgisi öğretmen adaylarının evrensel fen okuryazarlık düzeyi yüksek bulunmuştur. Ayrıca kadın öğretmen adaylarının erkeklere göre, 4. sınıf öğretmen adaylarının da 1. sınıflara göre evrensel fen okuryazarlık düzeyinin daha yüksek olduğu sonucuna ulaşılmıştır. Diğer taraftan Evrensel Fen Okuryazarlık düzeyi Türkiye istatistiki bölge birimlerine göre farklılık oluşturduğu görülmüştür.

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Section: Resultsmentioning

confidence: 99%

Fen Bilgisi Öğretmen Adaylarının Türkiye İstatistiki Bölge Birimlerine Göre Evrensel Fen Okuryazarlık Düzeyi

Can

Çelik

2020

Pamukkale University Journal of Education

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“…The combination of local wisdom-based technology with modern technology turns out to be more innovative in overcoming technological inequality and can build human tolerance to nature and the global environment (Ge, et al, 2015;Pramuda et al, 2018;Riegle-Crumb & Moore, 2013). In line with Cheema (2017), Hazari et al (2007), Mun et al (2013), andScantlebury et al (2006), giving attention to students' prior knowledge related to local communities is projected to be able to improve students' global scientific literacy and cross-gender involvement. In a society that still adheres to local wisdom, the technology commonly found is traditional technology (Tapper & Mclachlan, 2005;Baquete, et al, 2016).…”

Section: Review Of Literaturementioning

confidence: 99%

Effect of Real-time Physics Organizer Based Smartphone and Indigenous Technology to Students’ Scientific Literacy Viewed from Gender Differences

Pramuda¹,

Mundilarto²,

Kuswanto³

et al. 2019

INT J INSTRUCTION

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This study aims to obtain information regarding the effect of the RPO on students' scientific literacy using global scientific literacy questionnaire (GSLQ) in terms of GSLQ dimension and gender differences. The quantitative research approach is used with experimental methods. The U Mann Whitney, Wilcoxon, T-Test, and descriptive statistics were used to determine whether there were differences in students' global scientific literacy between the control group and the experiment group. The results show that there are no significant differences in students' global scientific literacy between the control and experiment groups, nevertheless, the results in the experiment group show that RPO appears to have significant effects, especially in the habits of mind dimension and across students' gender. Male students in the experiment group are able to show better results on habits of mind dimension than female students. However, female students in the experiment group are able to show a higher increase than the students in the control group.

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“…In modern industrial societies, sound democracy depends on a scientifically literate citizenry (Durant, Evans, & Thomas, 1992). Students' civic scientific literacy was measured by eighteen items, which consisted of twelve items from Kawamoto, Nakayama & Saijo (2008); Miller (1998); NISTEP (2001), and six from Kusumi & Hirayama (2013) and Mun, Lee, Kim, Choi, Choi & Krajcik (2015). The response options were set to "True," "False," and "Do not know" The Cronbach's alpha coefficient for the CSL scale was 0.75.…”

Section: Civic Scientific Literacy (Csl)mentioning

confidence: 99%

An Integrated Model Approach: Exploring the Energy Literacy and Values of Lower Secondary Students in Japan

Akitsu¹,

Ishihara²

2018

INT J EDUC METHODOL

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Energy literacy is a minimum required capacity for developing a sustainable society that participates in and discusses on energy and environmental (EE) issues. Understanding the energy literacy structure is of significant importance for providing effective energy education to promote people's awareness of EE issues. In this article, an energy literacy structural model integrated with the Theory of Planned Behavior and Value-Belief-Norm Theory was investigated for 1070 lower secondary students (ages 13-15) in Japan. Structural equation modeling uncovered that the awareness of consequences is the most powerful predictor for the causality between basic energy knowledge and energy-saving behavior through the attitude toward the energy-saving behavior. A conditional process analysis elucidated that (1) the conditional effect of basic energy knowledge on the awareness of consequences depends on scientific literacy, critical thinking ability, and environmental worldview, and (2) the conditional direct and indirect effects in the mediation model of awareness of consequences on the attitude toward energy-saving behavior through the ascription of responsibility depend on environmental worldview or values and family discussion of energy-related issues. The energy literacy model proposed provides a theoretical contribution to the development of an effective energy education program.

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Cross-Cultural Comparison of Perceptions on the Global Scientific Literacy With Australian, Chinese, and Korean Middle School Students

Cited by 10 publications

References 31 publications

Fen Bilgisi Öğretmen Adaylarının Türkiye İstatistiki Bölge Birimlerine Göre Evrensel Fen Okuryazarlık Düzeyi

Fen Bilgisi Öğretmen Adaylarının Türkiye İstatistiki Bölge Birimlerine Göre Evrensel Fen Okuryazarlık Düzeyi

Effect of Real-time Physics Organizer Based Smartphone and Indigenous Technology to Students’ Scientific Literacy Viewed from Gender Differences

An Integrated Model Approach: Exploring the Energy Literacy and Values of Lower Secondary Students in Japan

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