Development of a pool of scientific literacy test‐items based on selected AAAS literacy goals

Laugksch, Rüdiger C.; Spargo, P. E.

doi:10.1002/(sici)1098-237x(199604)80:2<121::aid-sce1>3.3.co;2-5

Cited by 5 publications

(7 citation statements)

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“…To control for students’ basic understanding of Natural Sciences phenomena, we used 15 items from the Scientific Literacy Test (SLT) by Laugksch and Spargo () that addressed the topics of energy, climate, atmosphere, and eco systems since these were most closely related to the experimental task. In addition, because there were relatively few items referring to students’ understanding of energy, which is, however, pivotal to the greenhouse effect, we augmented the items taken from the SLT with three further items (i.e., “Energy can disappear‐; “Light, warmth, and motion are all forms of energy‐; “Energy cannot be transferred‐).…”

Section: Methodsmentioning

confidence: 99%

Why Sketching May Aid Learning From Science Texts: Contrasting Sketching With Written Explanations

Scheiter

Schleinschok

Ainsworth

2017

Topics in Cognitive Science

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The goal of this study was to explore two accounts for why sketching during learning from text is helpful: (1) sketching acts like other constructive strategies such as self-explanation because it helps learners to identify relevant information and generate inferences; or (2) that in addition to these general effects, sketching has more specific benefits due to the pictorial representation that is constructed. Seventy-three seventh-graders (32 girls, M = 12.82 years) were first taught how to either create sketches or self-explain while studying science texts. During a subsequent learning phase, all students were asked to read an expository text about the greenhouse effect. Finally, they were asked to write down everything they remembered and then answer transfer questions. Strategy quality during learning was assessed as the number of key concepts that had either been sketched or mentioned in the self-explanations. The results showed that at an overall performance level there were only marginal group differences. However, a more in-depth analysis revealed that whereas no group differences emerged for students implementing either strategy poorly, the sketching group clearly outperformed the self-explanation group for students who applied the strategies with higher quality. Furthermore, higher sketching quality was strongly related to better learning outcomes. Thus, the study's results are more in line with the second account: Sketching can have a beneficial effect on learning above and beyond generating written explanations; at least, if well deployed.

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Section: Methodsmentioning

confidence: 99%

Why Sketching May Aid Learning From Science Texts: Contrasting Sketching With Written Explanations

Scheiter

Schleinschok

Ainsworth

2017

Topics in Cognitive Science

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“…The work of Jon Miller has been particularly influential in this particular research framework (see Laugksch & Spargo, 1996a, 1996b. article proposing a particular multidimensional character for scientific literacy marked an important consolidation of this concept at the time (see earlier).…”

Section: Ways Of Measuring Scientific Literacymentioning

confidence: 99%

“…Measures of all three dimensions of scientific literacy have been included in all subsequent biennial surveys of this nature in the United States (Miller, 1987(Miller, , 1992. Moreover, Miller's "three constitutive dimensions model" of scientific literacy has formed the basis of almost all national and cross-national studies of the scientific literacy of adults conducted in the last decade or so (Laugksch & Spargo, 1996a, 1996b.…”

Section: Ways Of Measuring Scientific Literacymentioning

confidence: 99%

“…Science Educators. Although the composite sense (i.e., multidimensional nature) of scientific literacy has been widely recognized (see the various definitions of scientific literacy just described), science education researchers have essentially not measured the concept in a composite manner (Laugksch & Spargo, 1996a). Measures of individual dimensions (e.g., the nature of science, science content knowledge, attitudes toward science, the impact of science and technology on society, etc.)…”

Section: Ways Of Measuring Scientific Literacymentioning

confidence: 99%

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Scientific literacy: A conceptual overview

2000

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In this review of the published literature in English on the concept of scientific literacy, the net is cast wider than just the professional science education community, and the diverse works on scientific literacy are brought together in an interpretative synthesis of this literature. Scientific literacy is first placed in an historical context, and a number of different factors that influence interpretations of this concept are discussed thereafter. These factors include the number of different interest groups that are concerned with scientific literacy, different conceptual definitions of the term, the relative or absolute nature of scientific literacy as a concept, different purposes for advocating scientific literacy, and different ways of measuring it. The overview yields a fuller understanding of the various factors that contribute to the concept of scientific literacy, and makes clear the relationships between these factors.

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“…Para ello se ha elaborado un cuestionario para comprobar en qué medida el alumnado logra los objetivos indicados en la introducción. Normalmente estos cuestionarios (Laugksch y Spargo 1996;Özdem et al 2010) sólo evalúan algunos aspectos de la alfabetización científica (conceptos, naturaleza de la ciencia NdS) y suelen utilizar ítems cerrados (elección múltiple, V o F). Basándonos en los mismos, se han desarrollado los ítems 1 y 2.…”

Section: Diseño Experimentalunclassified

¿En qué aspectos es más deficiente la alfabetización científica del alumnado de Bachillerato?

Balastegui¹,

Palomar

Solbes

2020

Rev.Eureka enseñ.divulg.cienc.

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Resumen: En el presente artículo se realiza un estudio sobre diversas definiciones de alfabetización científica. Basándonos en ellas se elabora una serie de indicadores de la misma y se presenta un diseño experimental que pretende evaluar el grado de alfabetización científica del alumnado del bachillerato científico tecnológico (GCT) y el de humanidades y ciencias sociales (GHS) en dichos aspectos, comparándolos entre sí. Los resultados ponen de manifiesto que conceptualmente el alumnado del GCT tiene un mayor grado de conocimiento científico que el alumnado GHS. En cambio, llama la atención que ante aspectos actitudinales y de relaciones cienciatecnología-sociedad no existen diferencias significativas entre el alumnado de diferentes modalidades. Palabras clave: alfabetización científica; enseñanza de las cienciasIn what aspects is the scientific literacy of high school students more deficient?

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Development of a pool of scientific literacy test‐items based on selected AAAS literacy goals

Cited by 5 publications

References 0 publications

Why Sketching May Aid Learning From Science Texts: Contrasting Sketching With Written Explanations

Why Sketching May Aid Learning From Science Texts: Contrasting Sketching With Written Explanations

Scientific literacy: A conceptual overview

¿En qué aspectos es más deficiente la alfabetización científica del alumnado de Bachillerato?

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