Scientific Literacy and Student Attitudes: Perspectives from PISA 2006 science

Bybee, Rodger W.; McCrae, Barry

doi:10.1080/09500693.2010.518644

Cited by 231 publications

(153 citation statements)

References 14 publications

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“…In addition, Programme for International Student Assessment (PISA) defines literary science as the capacity to use scientific knowledge, identify questions, and draw conclusions based on evidence in order to understand and help in making decisions about daily life and interaction between human and nature (Bybee, 2011). Yuenyong and Narjaikaew (2009) define science literacy as knowledge toward science and understanding toward relation between sciences, technology, society, and environment.…”

Section: Introductionmentioning

confidence: 99%

The Development of Local Wisdom-Based Natural Science Module to Improve Science Literation of Students

Setiawan

Innatesari

Sabtiawan

et al. 2017

JPII

153

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The vulnerability of communities in facing volcano disaster is one of the indicators of the low literacy of science. The low knowledge about volcanic material causes it needs to be packed in an attractive learning so that it can tap into the ability of students' science literacy by using teaching materials that are closer to student learning environments. This research aims to develop the local wisdom-based natural science module on the theme of Mount Kelud eruption, which is both theoretical and empirical. The type of this research development is Research and Development (R & D) by adapting the ASSURE instructional design. The results of this research are the validation results of theoretical feasibility of teaching materials based on the components of material feasibility of 87, 5% with very good category, components of presentation feasibility of 91, 7% with very good category, components of language feasibility of 88, 9% with very good category, components of local wisdom values of 87, 5% with very good category, and components of science literacy feasibility of 88, 9% with 88, 9% with very good category. The results of empirical feasibility are the test results of students' science literacy with N-gain variation value of 0,2; 0,3; and 0,4 respectively with low, medium, and medium category. The results show that the developed local wisdom-based natural science module is suitable to improve the ability of students' science literacy either theoretically or empirically.

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Section: Introductionmentioning

confidence: 99%

The Development of Local Wisdom-Based Natural Science Module to Improve Science Literation of Students

Setiawan

Innatesari

Sabtiawan

et al. 2017

JPII

153

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“…6,11 Although achievement scores provide an understanding of an individual's aptitude and problem-solving skills, attitudes offer an emotional evaluation of science and are significant determinants of behaviour in relation to the learning process. 1,6,7 In addition, attitudes towards science are a reflection of the school climate and culture, and highlight the social context in which learning takes place.…”

Section: Introductionmentioning

confidence: 99%

I believe I can do science: Self-efficacy and science achievement of Grade 9 students in South Africa

Juan¹,

Hannan²,

Namome³

2018

S. Afr. J. Sci.

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An important component of an individual’s scientific literacy is a positive attitude towards science. However, emphasis is too often placed on achievement scores rather than attitude. While individuals’ relative levels of problem-solving skills, inherent aptitudes for the subject matter and teaching practices are conveyed through achievement scores, attitudes to science convey individuals’ emotional evaluation of the subject. Attitudes have a strong impact on behaviour: through either facilitating the learning process or hindering it. Furthermore, attitudes towards science reflect the culture which exists within a school, as well as the wider social context within which learning takes place. As a result, understanding attitudes is a key component of the interpretation of achievement results. We used data from 12 514 Grade 9 students in South Africa who participated in the 2015 Trends in International Mathematics and Science Study to investigate students’ self-efficacy in science. Multiple linear regression analyses were used to address the following key research questions: (1) What is the relationship between self-efficacy and science achievement for Grade 9 students in South Africa? and (2) What are the contextual factors associated with the self-efficacy of Grade 9 students in South Africa? The findings reveal a positive relationship between self-efficacy and science achievement and suggest a need to also focus on noncognitive aspects in order to improve science achievement. Significance: • The study contributes to understanding the determinants of science performance at school. • The findings highlight the importance of non-cognitive dimensions in science achievement at school. • The findings have policy implications for education programmes and teachers in relation to interventions which incorporate non-cognitive dimensions.

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“…Hence, when increasing the number of students in STEM, girls are the most likely targets (Fadigan & Hammrich, 2004;Gilbert & Calvert, 2003;Scantlebury & Baker, 2007). Many studies compare the differences in attitudes of girls and boys towards science and technology (Bybee, & McCrae, 2011;Grigg, Lauko & Brockway, 2006;Hill, Corbett & St Rose, 2010;National Center for Education Statistics, 2007;Schreiner & Sjøberg, 2004;Volk & Yip, 1999). Conclusions are always that boys are generally more interested in science and technology than girls (e.g.…”

Section: Gender Differences In Technology Educationmentioning

confidence: 99%

The effect of classroom activities on students’ interest and career aspirations towards technology

Ardies

Mæyer

Gijbels

2015

AJTE

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Scientific Literacy and Student Attitudes: Perspectives from PISA 2006 science

Cited by 231 publications

References 14 publications

The Development of Local Wisdom-Based Natural Science Module to Improve Science Literation of Students

The Development of Local Wisdom-Based Natural Science Module to Improve Science Literation of Students

I believe I can do science: Self-efficacy and science achievement of Grade 9 students in South Africa

The effect of classroom activities on students’ interest and career aspirations towards technology

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