Gender Differences in Students’ Science Literacy towards Learning on Integrated Science Subject

Kristyasari, Marantika Lia; Yamtinah, Sri; Utomo, Suryadi Budi; Ashadi, Ashadi; Indriyanti, Nurma Yunita

doi:10.1088/1742-6596/1097/1/012002

Cited by 7 publications

(10 citation statements)

References 19 publications

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“…However, it is slightly different from the outcome of Kristyasari et al (2018). Kristyasari et al (2018) observed that mastery of science literacy of male students is better than that of the female-only based on the school level. It thus implies that quality teachers are required at all levels of schooling.…”

Section: Discussionmentioning

confidence: 62%

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Assessment of Scientific Literacy Skills of College of Education Students in Nigeria

Aina¹,

Opeyemi²,

Olu³

2020

American Journal of Social Sciences and Humanities

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The study randomly sampled one hundred and thirty-three integrated science students of a College of Education to assess their scientific literacy skills. The study was a survey design method. Data for the study was obtained through both qualitative and quantitative approaches. The research instruments were the Scientific Literacy Skills Test (SLST) and a semi-structured interview protocol. Eight skills were investigated which were grouped into three clusters. The study provided answers to three research questions. Data obtained were analyzed using the statistical tools of the t-test, descriptive statistics and thematic coding. Findings showed that students did not possess the scientific literacy skills required for them to function effectively after graduation in society. Besides, male students possessed more scientific literacy skills than their female counterparts in all three clusters of skills examined. Also, finding revealed that students used scientific literacy skills to solve real-life problems such as taking decisions and solving security problems. The paper made some recommendations for further study to enhance students' scientific literacy skills.

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Section: Discussionmentioning

confidence: 62%

“…Other factors are the school environment (Legewie & DiPrete, 2012); interest and attitude (Alexakos & Antoine, 2003) societal influence (Moses & Daniel, 2008) and school levels (Kristyasari, Yamtinah, Utomo, Ashadi, & Indriyanti, 2018).…”

Section: Discussionmentioning

confidence: 99%

Assessment of Scientific Literacy Skills of College of Education Students in Nigeria

Aina¹,

Opeyemi²,

Olu³

2020

American Journal of Social Sciences and Humanities

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“…Este dato es coincidente con estudios como el de Naganuma (2017) y el de Hardinata et al (2019), que revelan que no hay diferencias significativas entre chicos y chicas en la alfabetización científica a nivel de educación secundaria. Sin embargo, contradice estudios como el de Nugraheni (2020) o el de Kristyasari et al (2018), que demuestran que existe una diferencia significativa entre los puntajes promedio de alfabetización científica de las estudiantes mujeres con respecto a los estudiantes hombres. En este estudio de Nugraheni (2020) el puntaje promedio de la alfabetización científica de las estudiantes fue mayor que el puntaje promedio de los hombres.…”

Section: Discusión De Resultados Y Conclusionesunclassified

“…Sin embargo, análisis actuales no se muestran consistentes. O bien indican que no hay diferencias de género en la alfabetización científica (Hardinata, Putri y Permanasari, 2019) o incluso los resultados son más favorables a las chicas (Kristyasari, Yamtinah, Utomo e Indriyanti, 2018;Naganuma, 2017). Esto puede estar indicando cambios en las brechas de género o en la medida de los desempeños en el ámbito de la competencia científica.…”

Section: Introductionunclassified

Experiencia de aprendizaje con tecnologías digitales y su influencia en la competencia científica de estudiantes de secundaria

Acero¹,

Jiménez-Cortés

2021

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Estudios previos relacionan el uso educativo de las tecnologías digitales con la alfabetización científica, pero hay escasez de análisis que se centren en el impacto de la experiencia de aprendizaje con tecnologías en la competencia científica. Además, en relación con el género, la literatura científica es inconsistente. La investigación que presentamos es cuantitativa y sigue un método descriptivo con diseños comparativo y predictivo. Se busca la influencia de la experiencia de aprendizaje con tecnologías digitales en la competencia científica (autopercibida y observada) en las ciencias naturales de 160 estudiantes (80 chicos y 80 chicas) de educación básica secundaria en Bogotá (Colombia). Los hallazgos muestran que no existen diferencias significativas según género en la competencia científica, y la experiencia de aprendizaje con tecnologías digitales predice la competencia científica autopercibida. Los resultados se discuten con estudios recientes en torno a la formación científica mediada por tecnologías.

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“…Awan et al (2012) summarized the gender-based attributes linking that to the academic achievement in sciences. Kristyasari et al (2018) spotted differences in science literacy skills (like recognizing the scientific question, detecting evidence, etc.) among highschool boys and girls.…”

Section: Introductionmentioning

confidence: 99%

A Gender-based Investigation of Indian Senior Secondary Students’ Misconceptions about Plant Reproduction through Concept Inventory

Roy

Mohapatra

2022

INTERDISCIP J ENV SCI ED

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The central objective of this study was to unveil the misconceptions and their sources through the responses of Indian senior secondary (n=102; 54 boys and 48 girls) students about plant reproduction. A concept inventory with correct and incorrect statements was designed to elicit the misconceptions among class XII students. A semi-structured interview of selected students followed this exercise to report the sources of misconceptions from students' perspectives. Descriptive statistics like mean and percentages determined the extent of misconceptions through frequencies of incorrect responses-overall, 40.392% of students bore misconceptions in this sub-concept with statements like "no difference between vegetative propagation and vegetative reproduction" getting a higher frequency of incorrect responses. Gender-based differences were investigated through inferential statistics like Chi-square and Kruskal-Wallis tests, more misconceptions were observed in boys than girls in plant reproduction. Qualitative analysis of the interview responses revealed the ambiguities in everyday classroom transactions and textbook explanations as to the major sources behind misconceptions. The study concluded with suggestive measures-and possible pedagogical tools-to help teachers identify and eradicate student misconceptions.

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Gender Differences in Students’ Science Literacy towards Learning on Integrated Science Subject

Cited by 7 publications

References 19 publications

Assessment of Scientific Literacy Skills of College of Education Students in Nigeria

Assessment of Scientific Literacy Skills of College of Education Students in Nigeria

Experiencia de aprendizaje con tecnologías digitales y su influencia en la competencia científica de estudiantes de secundaria

A Gender-based Investigation of Indian Senior Secondary Students’ Misconceptions about Plant Reproduction through Concept Inventory

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