Referents to scientific literacy

Pella, Milton O.; O'Hearn, George T.; Gale, Calvin W.

doi:10.1002/tea.3660040317

Cited by 78 publications

(37 citation statements)

References 48 publications

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“…The construct of understanding the nature of science has been couched in a number of conceptual frameworks (Pella, O'Hearn and Gale, 1966;Kimball, 1967). Of particular interest to this study was Kimball's "eight assertions' model," which defined and operationalized the nature of science.…”

Section: Perspective Of the Studymentioning

confidence: 99%

Understanding the nature of science and attitudes toward science and science teaching of preservice elementary teachers in three preparation sequences

1991

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Section: Perspective Of the Studymentioning

confidence: 99%

Understanding the nature of science and attitudes toward science and science teaching of preservice elementary teachers in three preparation sequences

1991

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“…Despite the term scientific literacy being enthusiastically adopted by many science educators as a useful slogan or rallying call (see Roberts 1983Roberts , 2007, there was little in the way of precise or agreed meaning until Pella et al ( 1966 ) suggested that it comprises an understanding of the basic concepts of science, the nature of science, the ethics that control scientists in their work, the interrelationships of science and society, the interrelationships of science and the humanities and the differences between science and technology. Almost a quarter century later, the authors of Science for All Americans (AAAS 1989 ) drew upon very similar categories to defi ne a scientifi cally literate person as 'one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientifi c knowledge and scientifi c ways of thinking for individual and social purposes ' (p. 4).…”

mentioning

confidence: 98%

Nature of Science in the Science Curriculum: Origin, Development, Implications and Shifting Emphases

Hodson

2013

International Handbook of Research in History, Philosophy and Science Teaching

137

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“…Pella et al (1966) Revista Lusófona de Educação consideraram que a expressão implicava uma compreensão de conceitos básicos de ciência e da sua natureza, assim como os princípios éticos que devem estar presentes num trabalho científico e as relações entre ciência, tecnologia e sociedade. 3 Na questão 26, pedia: "Indique qual a fonte de informação que considera mais relevante na aquisição do conhecimento científico que lhe permitiu responder ao questionário...".…”

Section: Conclusãounclassified

A bioliteracia e a cidadania: os alunos do ensino secundário

Soeiro

2017

RLE

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A Escola não pode ignorar a multiplicidade de problemas deste mundo globalizado, cabendo-lhe um papel acrescido de responsabilidade na promoção da bioliteracia dos jovens. Neste século, as grandes descobertas no campo da Biologia têm confrontado os cidadãos com questões que, pela sua natureza, exigem destes um grau de bioliteracia que os capacite a intervir e agir na sociedade. Neste artigo, vamos apresentar os dados resultantes de um trabalho de investigação centrado na avaliação do grau de bioliteracia dos alunos do ensino secundário, nos anos de 2008-2009 e 2009-2010, cuja reforma vigente fora promulgada pelo XV Governo Constitucional, em 2004. A opção metodológica teve como base a aplicação de um questionário aos alunos do ensino secundário. Os resultados obtidos permitiram constatar diferenças significativas no nível geral de bioliteracia dos estudantes do ensino secundário consoante determinadas condições sociodemográficas. De um modo geral, podemos concluir, pelos resultados obtidos, que metodologias ativas, que vão ao encontro das principais premissas nas atuais políticas educativas, podem ter contribuído para os resultados globalmente satisfatórios na bioliteracia dos alunos em fase de conclusão do ensino secundário. Palavras-chave:bioliteracia; ensino secundário; ensino da Biologia; políticas educativas. 42Revista Lusófona de Educação, 36, 2017 Revista Lusófona de EducaçãoThe bioliteracia and citizenship: the secondary school students Abstract: The School cannot ignore the multiplicity of problems of this globalized world, and it has an added role of being responsible for promoting bioliteracy in young people. This century's major discoveries in the field of Biology have confronted citizens with issues which, by their nature, require a level of bioliteracy that enables them to intervene and act in society. In this paper, research work was conducted on the evaluation of the degree of bioliteracy in secondary school students in the 2008-2009 and 2009-2010 academic years, whose in force reformation had been promulgated by the 15th Constitutional Government in 2004. In this study, a questionnaire was applied to secondary school students The results obtained have allowed us to observe significant differences as regards the bioliteracy of secondary school students depending on specific socio-demographic conditions. Generally speaking, we can conclude from the results obtained that active methodologies, which meet the main premises in present day educational policies, may have contributed to the globally satisfactory results of bioliteracy of students in the final stage of their secondary education.Keywords: bioliteracia; secondary education; teaching of biology; education policies.La Bioliteracy et la citoyenneté: les élèves du secondaire Résumé: L'école ne peut pas ignorer la multiplicité de problèmes dans ce monde globalisé, avec un rôle accru des responsabilités dans la promotion de la bioliteracy des jeunes. Dans ce siècle, les grandes découvertes dans le domaine de la biologie ont confronté les citoyen...

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Referents to scientific literacy

Abstract: A report on what characterizes a scientifically literate person.

Cited by 78 publications

References 48 publications

Understanding the nature of science and attitudes toward science and science teaching of preservice elementary teachers in three preparation sequences

Understanding the nature of science and attitudes toward science and science teaching of preservice elementary teachers in three preparation sequences

Nature of Science in the Science Curriculum: Origin, Development, Implications and Shifting Emphases

A bioliteracia e a cidadania: os alunos do ensino secundário

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