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1

Animator społeczno-kulturalny w społeczeństwie opartym na wiedzy

100%
Mauricio P., Teodoro A.
Res Publica Nowa
|
2013
|
issue 1
31-38
EN
Within debates on curricula design, there is an argument that education promoting scientific literacy (SL) is meant to prepare citizens for responsible citizenship. The category of „science as culture” has recently been used as a slogan for underlining the meaning and significance of scientific literacy. The argument of this text is that science has been turned into a cultural product that can be received and developed at various levels by both individuals and communities. In the context of qualifying rograms on socio-cultural animation (social education and community development) within the European Higher Education Area (EHEA), the present study describes the Portuguese situation. Analysis and suggestions are provided concerning the themes and fields of action that are, as of yet, insufficiently described in the literature. Moreover, potential curriculum reforms are identified.
2
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Projekt výskumu prírodovednej gramotnosti študentov odboru predškolská a elementárna pedagogika

80%
Beata Akimjakova B., Ivana Rochovska I.
Scientific Bulletin of Chełm - Section of Pedagogy
|
2011
|
issue 1
137-141
EN
The article presents the project of the research focused on the development of scientific literacy of students of Pre-school and Elementary School Pedagogy through the educational concept using experiential methods. It introduces the current state of the issue, aims and tasks of research, hypotheses, contribution of the project.
3
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SCIENCE EDUCATION IN V4 COUNTRIES AND THE FORMATION OF SCIENTIFIC LITERACY

80%
IVANA R.
Scientific Bulletin of Chełm - Section of Pedagogy
|
2016
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issue 1
143-155
EN
The article deals with the science education in V4 countries from the lowest levels of school to university preparation of students, including interest in science activities. The issue of the formation of scientific literacy is also discussed. In the final part of the article the most effective teaching methods appropriate for the science education are characterized.
4
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Ako podporovať vedeckú gramotnosť? Prehľad intervencií zameraných na rozvoj vedeckého myslenia a postojov k vede stredoškolských žiakov

80%
Lieskovský J., Sunyík V.
Československá psychologie (Czechoslovak Psychology)
|
2022
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vol. 66
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issue 1
30-45
EN
Scientific literacy is one of the crucial skills nec-essary for making informed decisions and eval-uating evidence. Despite the fact that the overall results of Slovak students in scientific literacy are lower than the average for OECD countries, there is still a lack of interventions focusing explicitly on fostering scientific literacy in the educational system. Therefore, this literature review aims to determine: 1. types of interven-tions that can be used to foster scientific literacy; 2. the main features of interventions responsible for their effectiveness. Authors conducted a con-tent analysis of 40 empirical scientific papers, focusing on two aspects of scientific literacy: scientific reasoning ability and attitudes toward science. The study indicates that scientific rea-soning ability can be effectively improved with the interventions focused on 1. scientific argu-mentation; 2. understanding nature of science; 3. process of scientific discovery. Interventions focused on improving attitudes toward science share similar characteristics as interventions fo-cused on scientific reasoning and can be classi-fied similarly. Other aspects, such as the level of guidance, teaching strategy, gender, and domain of the intervention can also play an important role.
5
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The Issue of the Development of Scientific Literacy in the Field of Pre-school and Elementary School Pedagogy

70%
Rochovská I.
Journal of Preschool and Elementary School Education
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2012
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issue 2
115-155
EN
The main topic of this paper is the issue of the development of scientific literacy of students in the field of pre-school and elementary school pedagogy. The theoretical part is dedicated to outlining basic terms, such as scientific literacy, education in natural sciences, the field of study of pre-school and elementary school pedagogy. It presents the outcomes of research in scientific literacy of students of the field of pre-school and elementary school pedagogy in Slovakia. It analyses the concept of natural sciences education, designs a development programme of natural sciences education in the given study field. At the empirical level, it presents the results of experimental verification of the designed concepts of education and on the basis of research results, it presents recommendations for the educational reality.
6

Among ‘Bananas’ and ‘Backyards’: A Statistical Analysis of the Effect of Risk and Scientific Literacy on the Attitude towards a Waste Co-incinerator in Italy

51%
Tipaldo G.
International Review of Social Research
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2011
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vol. 1
|
issue 3
53-72
EN
This paper, based on a social impact research and the possible NIMBY-effect of the Turin, Italy, co-incinerator, deals with risk perception, scientific literacy and their influence on the attitude towards high-tech and controversial industrial plants. The paper argues that plant and infrastructure settlements having a substantial ecological impact represent a highly sophisticated and diverse social phenomenon in which risk plays an important but not unique role. Taking into account some important concomitant variables (such as trust, mass media use, political culture in decision-making processes), it is first of all shown that risk is not a mono-dimensional concept, as assumed by the psychometric tradition, and that two dimensions of the concept are to be found. The collective dimension has a positive monotonic association with a critical attitude towards the co-incinerator, whereas the individual dimension has an unexpectedly negative correlation, which will be explained in further detail. It also demonstrates that scientific literacy has no statistical significance for attitude in our model, confirming the well-known limits of the so called ‘knowledge deficit’ model.
7
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Is digital literacy improving science education?

51%
Verdugo-Perona J. J., Solaz-Portolés J. J., Sanjosé V.
The New Educational Review
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2015
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vol. 40
155-166
EN
Mass media, and especially digital media, have become an important tool of literacy and have increased their use in classrooms for educational purposes. This is of great interest in scientific literacy and Brossard and Shanahan (2006) developed an instrument to evaluate the understanding of scientific terms and basic science concepts. In this quantitative study we analyse the relationship between Spanish digital mass media and scientific literacy in pre-service primary teachers (N = 189). Results showed that these university students have a term knowledge level lower than the one found by Brossard and Shanahan in the USA. On the other hand, conceptual knowledge was not correlated at all to the term frequency in the Spanish digital newspapers considered. The conclusions suggest that participants do not use digital newspapers to improve their science education so a change in students’ use of those digital media from ludic to educational purposes is needed.
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