Teachers’ Ownership Towards Using Socio-Scientific Issues for an Active Informed Citizenry

Chowdhury, Tbm; Holbrook, Jack; Rannikmäe, Miia

doi:10.21125/edulearn.2019.0989

Cited by 2 publications

(5 citation statements)

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“…Además, está en consonancia con las definiciones recientes, que integran la idea de la alfabetización en datos para la justicia social. Este enfoque subyacente en la definición del DALI se apoya en la perspectiva del ciudadano global incluida bajo el término "ciudadanía", que va más allá de la idea del ciudadano activo en contextos locales y asume el activismo global por el bien común (Chowdhury et al, 2019;Sutton, 2008).…”

Section: Discusión Y Conclusionesunclassified

“…El tercer elemento, Comprometerse a través de los datos, implica una profunda comprensión conceptual de los datos, así como el conocimiento de las acciones que pueden realizarse con los datos para permitir la toma de decisiones basadas en los datos, el activismo y la defensa de los datos, así como la comprensión de las políticas y la regulación relacionadas con los datos. En este sentido, el marco se alinea conceptualmente con la visión de la ciudadanía, que se centra en el papel de los ciudadanos para participar en las responsabilidades sociales y comprometerse con los problemas locales, nacionales y mundiales (Chowdhury et al, 2019;Sutton, 2008). Además, el activismo que sustenta el cambio social está estrechamente relacionado con las implicaciones transformadoras de la alfabetización digital (Martin y Grudziecki, 2006).…”

Section: Discusión Y Conclusionesunclassified

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Developing the DALI Data Literacy Framework for critical citizenry

Castañeda,

Haba-Ortuño,

Villar-Onrubia

et al. 2023

RIED

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In the current postdigital age, where data has become increasingly ubiquitous, the management of data has emerged as a vital aspect of digital literacies, particularly for active citizenry. This article introduces a Data Literacy framework that emphasizes the importance of an ideological emancipatory vision of data literacy for critical citizenry. The framework provides a comprehensive perspective on the key elements of data literacy and their interrelationships. Grounded Theory served as the foundation for conducting a three-and-a-half round Delphi study involving experts from diverse fields such as data, education, and literacy, across four countries. The outcome of this study is the DALI Data Literacy framework, which encompasses four primary elements. Three of these elements are interconnected and sometimes overlapping: (1) Understanding Data, (2) Acting on Data, and (3) Engaging Through Data. Additionally, there is a cross-cutting element, (4) Ethics & Privacy, which permeates the other three. The DALI framework is flexible and scalable, making it suitable for adaptation across various international, organizational, and educational contexts. Furthermore, the article's conclusions reflect on how the DALI framework can support pedagogical initiatives aimed at promoting data literacy among adults. Its adaptability and scalability make it well-suited for addressing the diverse needs and contexts found within different educational settings and organizations internationally. By incorporating the DALI framework, digital education can evolve to foster critical data literacy skills and empower individuals to navigate and participate meaningfully in the postdigital age.

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Section: Discusión Y Conclusionesunclassified

Developing the DALI Data Literacy Framework for critical citizenry

Castañeda,

Haba-Ortuño,

Villar-Onrubia

et al. 2023

RIED

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“…The term 'active informed citizenry' actually appears in the literature e.g., [42,43], although it is identified more at a national level, focusing on consideration of the duties and rights of a citizen. The term, as used in this paper, goes further and additionally encompasses collective, globalised aspects.…”

Section: Conceptualising Active Informed Citizenry Within Science Edumentioning

confidence: 99%

“…Initial Contextualisation Stage: Using a familiar and relevant social context, portrayed as a societal issue or concern, involving a science component, to initiate learning that can more motivationally relate to science. To address the inadequate relevance of science education to students' daily lives, potentially resulting in lack of interest and motivation towards science learning [43], the contextualising of the science learning within a social context, seeks to focus on:…”

Section: Trans-contextualisation Promoting Active Informed Citizenry mentioning

confidence: 99%

“…The trans-contextualisation stage seeks to engage students in transferring their learning from an educational institutional environment to the wider environmental, economic, social (at a local, national, and/or global) arena, thus addressing the sustainable development of the society. The trans-contextualisation stage builds on the theory of collective activism [34,43,44], which recognises actions that may include, for example,…”

Section: Trans-contextualisation Promoting Active Informed Citizenry mentioning

confidence: 99%

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Addressing Sustainable Development: Promoting Active Informed Citizenry through Trans-Contextual Science Education

2020

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This article seeks to identify the role of science education in promoting an active, scientifically literate, citizenry ready to address sustainable development goals as envisaged by the United Nations (2015). In so doing, a conceptual model is put forward to address citizenry development, extending beyond an informed scientific and technological decision making ability and encompassing constructive activities addressing sustainable development at the local, national and global level. The operationalisation of the model builds on an initial student-relevant, societal issue-related contextualisation involving STEM (science, technology, engineering, mathematics) while focusing on developing science conceptual learning. The model extends to not only considering socio-scientific issues, but seeks to promote trans-contextualisation beyond the school setting, seeking to raise awareness of an active informed citizenry, related to environmental, economic and social sustainability. The components of active informed citizenry are described and a trans-contextual science teaching example based on the model is put forward in this article.

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Teachers’ Ownership Towards Using Socio-Scientific Issues for an Active Informed Citizenry

Cited by 2 publications

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Developing the DALI Data Literacy Framework for critical citizenry

Developing the DALI Data Literacy Framework for critical citizenry

Addressing Sustainable Development: Promoting Active Informed Citizenry through Trans-Contextual Science Education

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