Why am I learning evolution? Pointers towards enacted scientific literacy

Olander, Clas

doi:10.1080/00219266.2013.821750

Cited by 12 publications

(5 citation statements)

References 4 publications

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“…Similarly, Olander (2013) demonstrated how correct explanations were privileged by the teacher over everyday coping and self-explanation in a 9th grade science class. However, the students themselves made intertextual links to their own lives and experiences, moving the classroom discourse more towards a Vision II perspective of scientific literacy (Olander, 2013). Studies like these clearly emphasize the importance of actively constructing spaces in school where students' everyday experiences and ways with words are drawn upon and connected to literacy practices that are valued in science education.…”

Section: School Science Literacies Builds On Students' Informal Litermentioning

confidence: 99%

Scientific literacy as social practice: Implications for reading and writing in science classrooms

Sørvik

Mork²

2015

NorDiNa

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This article provides an introduction to what it means to adopt a view of literacy as social practice for science education. This view of literacy builds on the idea that reading and writing are best regarded as situated social practices involving text, not as a set of decontextualised and universally applicable skills. First, we draw on sociocultural perspectives on literacy to show how these perspectives inform our understanding of literacy when the context is science. Second, we use related research literature, mainly concerning the role of text in science education, to present a framework for approaching literacy in science classrooms from a sociocultural perspective. Finally, we discuss how a social view of literacy enables us to consider how literacy occurs in contexts relevant to a transcending science subject for scientific literacy.

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Section: School Science Literacies Builds On Students' Informal Litermentioning

confidence: 99%

Scientific literacy as social practice: Implications for reading and writing in science classrooms

Sørvik

Mork²

2015

NorDiNa

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“…The reading activity is an often neglected process in learning, especially in conventional learning (Djamahar et al, 2018). It causes learners' reading ability to decrease, whereas high literacy activity has positive impact on learners' learning in the classroom (Olander, 2013;Surpless, Bushey, & Halx, 2014;Yacoubian, 2018). According to Djamahar et al, (2018), the model superiority lies on its ability to be used for all contents in Biology subject since the subject contains daily life concepts and it must be understood through reading.…”

Section: Pendahuluanmentioning

confidence: 99%

Biology Teachers: Knowledge in Authentic Assessment Through Cooperative Integrated Reading and Composition Based Scientific Approach (Cirsa)

Ristanto

Djamahar²,

Darmawan³

2020

indonesian.j.of.science.and.education

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<span>Evaluation activities of biology learning process for learners is teachers’ and education units’ responsibility. An authentic assessment is crucial to be implemented in the learning process so that learners could be guided to have abilities in knowledge as well as attitudes and skills. The research aims in 2019 is to observe 50 biology teachers’ differences in biology teachers’ skills in Bekasi Regency, Indoensia in mastering authentic assessment knowledge in biology learning before and after the implementation of training activities through a Scientific Approach-based Cooperative Integrated Reading and Composition (Cirsa). Cirsa, a learning developed by integrating a CIRC-based scientific approach, axpected to facilitate teacher learning in accordance with the objectives. The research is a quasi-experiment using one group pretest-posttest design. The research independent variable includes Cirsa learning model, whereas the dependent variable is concept understanding of authentic assessment. The research data are analyzed using descriptive statistics that encompasses teachers’ response on learning and analysis of average pretest and posttest. The research results indicate that there is an influence of Cirsa learning application on the concept mastery of authentic assessments of Biology teachers</span><span lang="EN-US">.</span>

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“…One of biological learning topics that are closely related to the literacy ability of science is evolution (Olander, 2013). Students' understanding of the concepts of evolution is part of the science literacy expected in 21st century learning (Crowell & Schunn, 2016).…”

Section: Introductionmentioning

confidence: 99%

Validity and Practicality of Sangiran Site-Based Virtual Laboratory Learning Media on Evolutionary Materials to Empower Science Literacy

Astuti

Ramli²,

Suranto³

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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The validity and practicality of the media are a condition before it can be widely piloted. This research aims to find out the validity and practicality of the Evolution Virtual Laboratory Learning Media, which was developed based on the artefacts of the Sangiran Site to empower science literacy of students. The media validity test using expert judgment involved two expert validators, and two high school biology teachers. While the media practicality test involved 20 grade 12th students. The instrument used was a validity questionnaire consisting of 9 items (material experts), 18 items (media experts), and 13 items (practitioners). Questionnaire instruments to students as many as 16 items. All questionnaires use the Likert Scale. The test results showed material experts rated 86.80%, media experts 84.6%, education practitioners 84.30%, and students by 79.00%. Based on the validity and practicality of the Sangiran Site-based Evolution virtual laboratory learning media is declared valid and practical, so it can be used for effectiveness testing.

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Why am I learning evolution? Pointers towards enacted scientific literacy

Cited by 12 publications

References 4 publications

Scientific literacy as social practice: Implications for reading and writing in science classrooms

Scientific literacy as social practice: Implications for reading and writing in science classrooms

Biology Teachers: Knowledge in Authentic Assessment Through Cooperative Integrated Reading and Composition Based Scientific Approach (Cirsa)

Validity and Practicality of Sangiran Site-Based Virtual Laboratory Learning Media on Evolutionary Materials to Empower Science Literacy

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