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Sample records for achieve science literacy

  1. Achieving Science Literacy through Transformation of Multimodal Textual Resources

    ERIC Educational Resources Information Center

    Knain, Erik

    2006-01-01

    In her article "Framing New Research in Science Literacy and Language Use: Authenticity, Multiple Discourses, and the "Third Space"," Carolyn S. Wallace presented a model of science literacy that frames language in science to teaching principles in a powerful way. The model would however be enhanced if two additional concepts are made explicit,…

  2. The Influence of Reading Literacy on Mathematics and Science Achievement

    ERIC Educational Resources Information Center

    Caponera, Elisa; Sestito, Paolo; Russo, Paolo M.

    2016-01-01

    The aim of this study was to evaluate the influence of students' reading literacy, measured by the PIRLS (Progress in International Reading Literacy Study) test, on their performance in the TIMSS (Trends in International Mathematics and Science Study) mathematics and science tests. The data on 4,125 Italian students from 199 schools were analyzed:…

  3. Achieving science, math and reading literacy for all: The role of inquiry-based science instruction

    NASA Astrophysics Data System (ADS)

    Hung, Man

    With the enactment of the No Child Left Behind Act of 2001, educators and policy makers have been seeking effective strategies to improve students' science, mathematics and reading achievement. One of the primary teaching strategies recommended by reform-oriented organizations, such as the National Research Council (1996), is to utilize inquiry-based science instruction. In this study, I examined the effects of inquiry-based science instruction and traditional science instruction on student achievement across science, mathematics and reading. I also compared the effects of inquiry-based science instruction and traditional science instruction on student achievement. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999---a large, national data sample---a series of structural equation modeling analyses were performed. Results indicated that inquiry-based science instruction was associated with significant, positive gains not only in science achievement, but also in mathematics and reading achievement. The positive relationship between inquiry instruction and student achievement was found above and beyond the contributions of traditional science instruction, which generally showed no significant relationship to student achievement. Findings support the theoretical position that inquiry-based science instruction can have robust benefits across the curriculum. This study contributes to the dialogue on effective instructional methods to achieve science, mathematics and reading literacy for all. Overall, this study provides cautious support for the idea that student achievement can be promoted by supporting and encouraging teachers to implement inquiry-based science instruction.

  4. The Influence of Literacy-Based Science Instruction on Adolescents' Interest, Participation, and Achievement in Science

    ERIC Educational Resources Information Center

    Guzzetti, Barbara J.; Bang, Eunjin

    2011-01-01

    Despite calls for investigations that explore the efficacy of integrating literacy into science instruction, few researchers have conducted this cross-disciplinary research. Therefore, this study focused on determining the impact of a literacy-based approach to teaching science on secondary students' attitudes toward science and their achievement…

  5. Science Literacy: Exploring Middle-Level Science Curriculum Structure and Student Achievement

    ERIC Educational Resources Information Center

    Faulkner, Sarah Ford

    2012-01-01

    The purpose of this quantitative study was to explore and describe the relationship between middle-level science curriculum structure and student science literacy. Although national and state science curriculum standards are based on an integrated model, there is little quantitative data supporting integration. This study explored the use of…

  6. Assessing Current State Science Teaching and Learning Standards for Ability to Achieve Climate Science Literacy

    NASA Astrophysics Data System (ADS)

    Busch, K. C.

    2012-12-01

    addressed. Least covered were number 6 "Human activities are impacting the climate system" and number 7 "Climate change will have consequences for the Earth system and human lives." Most references, either direct or indirect, occurred in the high school standards for earth science, a class not required for graduation in either state. This research points to the gaps between what the 7 Essential Principles of Climate Literacy defines as essential knowledge and what students may learn in their K-12 science classes. Thus, the formal system does not seem to offer an experience which can potentially develop a more knowledgeable citizenry who will be able to make wise personal and policy decisions about climate change, falling short of the ultimate goal of achieving widespread climate literacy. Especially troubling was the sparse attention to the principles addressing the human connection to the climate - principles number 6 and 7. If climate literate citizens are to make "wise personal and policy decisions" (USGCRP, 2009), these two principles especially are vital. This research, therefore, has been valuable for identifying current shortcomings in state standards.

  7. Science Literacy in School and Home Contexts: Kindergarteners' Science Achievement and Motivation

    ERIC Educational Resources Information Center

    Mantzicopoulos, Panayota; Patrick, Helen; Samarapungavan, Ala

    2013-01-01

    We examined science learning and motivation outcomes as a function of children's participation in the classroom and classroom-plus-home components of the Scientific Literacy Project (SLP). The sample was comprised of kindergarten children in 4 low income, neighboring schools. Children in Schools 1 and 2 (n = 120) participated in the SLP science…

  8. Science literacy in high school students: A comparison of achievement in two curriculum approaches

    NASA Astrophysics Data System (ADS)

    McAlister, Diane C.

    2009-12-01

    Academic achievement as measured by the Florida Comprehensive Assessment Test (FCAT) in science for 367 students in two science curriculum options, integrated science and the traditional subject-specific courses, in one central Florida high school were compared. A multivariate analysis of covariance (MANCOVA) of science curriculum choice was analyzed for three variables, total FCAT score, earth science subscore, and scientific thinking subscore. Covariate of academic ability as defined by grade point average (GPA) and academic focus as defined by post secondary plans were considered for use. Analysis of statistically significant results was completed through analysis of covariance (ANCOVA). While statistically significant results were found in favor of the traditional curriculum group, additional statistical analysis of the curriculum groups for differences in socioeconomic status (SES), gender, and instructional level led to a logistic regression to explore the ability of these variables, GPA, and total FCAT score to predict curriculum group membership. GPA, level of instruction and FCAT score were found to be statistically significant predictors. Final conclusions to the study indicated a significant difference in scientific literacy for the two groups in favor of the traditional curriculum. However, logistic regression results indicated that due to significant differences in SES, gender, GPA, and level of instruction for the groups, the differences in academic achievement were probably due to factors other than curriculum design. Limitations of the study and suggestions for further research were presented.

  9. Nature of Science and Scientific Inquiry as Contexts for the Learning of Science and Achievement of Scientific Literacy

    ERIC Educational Resources Information Center

    Lederman, Norman G.; Lederman, Judith S.; Antink, Allison

    2013-01-01

    Although the reasons for concern about quality differ from nation to nation, the primary rallying point for science education reform is the perceived level of scientific literacy among a nation's populace. The essential nature of scientific literacy is that which influences students' decisions about personal and societal problems. Beyond this,…

  10. The Effect of Using Activities Improving Scientific Literacy on Students' Achievement in Science and Technology Lesson

    ERIC Educational Resources Information Center

    Gucluer, Efe; Kesercioglu, Teoman

    2012-01-01

    The aim of this study is examining the effect of the using scientific literacy development activities on students' achievement. The study was carried out in a primary school in Buca Izmir for 2010-2011 academic years. System of our body was chosen as a study topic in our search which took 6 weeks. Pre-post test semi experimental control model was…

  11. Popular Science Readers: An Aid for Achieving Scientific Literacy in the PRC

    ERIC Educational Resources Information Center

    Swetz Frank J., Ed.

    1978-01-01

    Presents over 40 excerpts from scientific readers which are designed to help Chinese children and young adults overcome superstition and develop basic scientific literacy. Topics include electricity, human evolution, physical properties of minerals, and personal health and hygiene. Recommends use of these readers as models for educating groups in…

  12. Hong Kong Student Achievement in OECD-PISA Study: Gender Differences in Science Content, Literacy Skills, and Test Item Formats

    ERIC Educational Resources Information Center

    Yip, Din Yan; Chiu, Ming Ming; Ho, Esther Sui Chu

    2004-01-01

    This study examined gender differences in students' scientific literacy as measured by OECD-PISA. In particular, we focused on the 2437 students from 140 Hong Kong schools. Hong Kong boys' and girls' science scores did not differ overall. However, boys scored higher than girls at the higher percentiles (75th and above). Moreover, specific test…

  13. Science Fairs for Science Literacy

    NASA Astrophysics Data System (ADS)

    Mackey, K. R.

    2014-12-01

    Science literacy is imperative for well informed civic and personal decision making, yet only a quarter of American adults are proficient enough in science to understand science stories reported in the popular press. Hands-on research increases confidence in and understanding of science. When guiding students in designing and conducting science fair projects, mentors can foster science literacy by helping students focus on three goals: (1) articulating hypotheses or questions, (2) designing feasible projects, and (3) learning to make and interpret graphs. These objectives introduce students to the methodological nature of scientific research and give them the tools to interpret scientific facts and data in order to make informed decisions for themselves and society.

  14. Building Websites for Science Literacy.

    ERIC Educational Resources Information Center

    Welborn, Victoria; Kanar, Bryn

    2000-01-01

    Suggests guidelines for evaluating and organizing Websites on scientific concepts that are developed from definitions of science literacy and science information literacy. Includes a sample webilography and a sample search strategy on the topic of acoustical oceanography. (Author/LRW)

  15. Teacher Professional Development to Improve Science and Literacy Achievement of English Language Learners

    ERIC Educational Resources Information Center

    Lee, Okhee; Buxton, Cory A.

    2013-01-01

    The school-aged population in the United States is becoming more culturally and linguistically diverse, while achievement gaps across content areas persist. At the same time, more rigorous academic demands are being placed on all students, including English language learners (ELLs). Teachers of ELLs face the double challenge of promoting English…

  16. Science Fairs for Science Literacy

    NASA Astrophysics Data System (ADS)

    Mackey, Katherine; Culbertson, Timothy

    2014-03-01

    Scientific discovery, technological revolutions, and complex global challenges are commonplace in the modern era. People are bombarded with news about climate change, pandemics, and genetically modified organisms, and scientific literacy has never been more important than in the present day. Yet only 29% of American adults have sufficient understanding to be able to read science stories reported in the popular press [Miller, 2010], and American students consistently rank below other nations in math and science [National Center for Education Statistics, 2012].

  17. Atlas of Science Literacy.

    ERIC Educational Resources Information Center

    National Science Teachers Association, Arlington, VA.

    This document presents a collection of strand maps that show how students' understanding of the ideas and skills that lead to literacy in science, mathematics, and technology might grow over time. The guide discusses strand maps in general and prose directly related to each individual map. The maps are built from benchmarks that were derived from…

  18. Writing for Science Literacy

    NASA Astrophysics Data System (ADS)

    Chamberlin, Shannon Marie

    Scientific literacy is the foundation on which both California's currently adopted science standards and the recommended new standards for science are based (CDE, 2000; NRC, 2011). The Writing for Science Literacy (WSL) curriculum focuses on a series of writing and discussion tasks aimed at increasing students' scientific literacy. These tasks are based on three teaching and learning constructs: thought and language, scaffolding, and meta-cognition. To this end, WSL is focused on incorporating several strategies from the Rhetorical Approach to Reading, Writing, Listening and Speaking to engage students in activities designed to increase their scientific literacy; their ability to both identify an author's claim and evidence and to develop their own arguments based on a claim and evidence. Students participated in scaffolded activities designed to strengthen their written and oral discourse, hone their rhetorical skills and improve their meta-cognition. These activities required students to participate in both writing and discussion tasks to create meaning and build their science content knowledge. Students who participated in the WSL curriculum increased their written and oral fluency and were able to accurately write an evidence-based conclusion all while increasing their conceptual knowledge. This finding implies that a discourse rich curriculum can lead to an increase in scientific knowledge.

  19. Writing and Science Literacy

    ERIC Educational Resources Information Center

    Weiss-Magasic, Coleen

    2012-01-01

    Writing activities are a sure way to assess and enhance students' science literacy. Sometimes the author's students use technical writing to communicate their lab experiences, just as practicing scientists do. Other times, they use creative writing to make connections to the topics they're learning. This article describes both types of writing…

  20. Science Literacy Circles: Big Ideas about Science

    ERIC Educational Resources Information Center

    Devick-Fry, Jane; LeSage, Teresa

    2010-01-01

    Science literacy circles incorporate the organization of both science notebooks and literature circles to help K-8 students internalize big ideas about science. Using science literacy circles gives students opportunities to engage in critical thinking as they inductively develop understanding about science concepts. (Contains 1 table and 7…

  1. The Science and Literacy Framework

    ERIC Educational Resources Information Center

    Zales, Charlotte Rappe; Unger, Connie S.

    2008-01-01

    Carefully selected trade books can introduce science concepts, develop background knowledge, reinforce hands-on lessons, support science-process skills, and at the same time enhance related literacy-process skills. They can also provide inspiration and structure for integrated science and literacy lessons. Based on these ideas, the authors…

  2. Relationship between STS Approach, Scientific Literacy, and Achievement in Biology.

    ERIC Educational Resources Information Center

    Mbajiorgu, N. M.; Ali, A.

    2003-01-01

    Investigates the relationship between a science-technology-society (STS) approach, scientific literacy (SL), and achievement in biology. Uses two instruments for data collection, an achievement test on reproduction and family planning and an SL scale. Concludes that the STS approach might be affecting other variables in the science classroom that…

  3. Profile of middle school students on scientific literacy achievements by using scientific literacy assessments (SLA)

    NASA Astrophysics Data System (ADS)

    Rachmatullah, Arif; Diana, Sariwulan; Rustaman, Nuryani Y.

    2016-02-01

    Along with the development of science and technology, the basic ability to read, write and count is not enough just to be able to survive in the modern era that surrounded by the products of science and technology. Scientific literacy is an ability that might be added as basic ability for human in the modern era. Recently, Fives et al. developed a new scientific literacy assessment for students, named as SLA (Scientific Literacy Assessment). A pilot study on the achievements of scientific literacy of middle school students in Sumedang using SLA was conducted to investigate the profile scientific literacy achievement of 223 middle school students in Sumedang, and compare the outcomes between genders (159 girls and 64 boys) and school accreditation (A and B) using a quantitative method with descriptive research-school survey. Based on the results, the average achievement of scientific literacy Sumedang middle school students is 45.21 and classified as the low category. The five components of scientific literacy, which is only one component in the medium category, namely science motivation and beliefs, and the four other components are in the low and very low category. Boys have higher scientific literacy, but the differences not statistically significant. Student's scientific literacy in an accredited school is higher than B, and the differences are statistically significant. Recommendation for further are: involve more research subjects, add more number of questions for each indicator, and conduct an independent research for each component.

  4. The Literacy Achievement of Norwegian Minority Students

    ERIC Educational Resources Information Center

    Hvistendahl, Rita; Roe, Astrid

    2004-01-01

    The article presents the literacy achievement of Norwegian minority students, their reading habits, and their enjoyment of reading based on the Programme for International Student Assessment (PISA) 2000 study. Aspects of their family background and attitudes towards school are related to literacy achievement results. A comparison between Denmark,…

  5. Achieving Adult Literacy. Fastback 330.

    ERIC Educational Resources Information Center

    Farris, Pamela J.

    Leaders in business and industry are demanding workers who not only can read and write but can think creatively and critically and solve problems. Federal- and state-funded programs and volunteer organizations are involved with adult literacy. Increasingly, corporations are funding adult literacy projects. Adults read for different reasons than…

  6. Literacy, science, and science education

    NASA Astrophysics Data System (ADS)

    McVittie, Janet Elizabeth

    In examining the connections between literacy, science and science education, I laid out a number of questions. For example, what sorts of literate tools might facilitate writing to learn, and do children who are just becoming literate use these tools? I then examined the writing of children in science class in an attempt to determine if their writing can indeed facilitate their learning. The results of this research could help teachers make decisions about the use of writing in the learning of science. The kinds of literate tools I identified as being potentially helpful were transitionals---those words or grammatical devices which demonstrate how ideas are connected. Also, I suggested that data tables, sentences and paragraphs were also useful for students to learn. I found that grade 5/6 students used a wide range of literate tools, but that they were much more competent with those tools which were both oral and literate than those which could only be used for writing (punctuation, sentences, paragraphs, and data tables). When I attempted to determine if the children used their writing to learn, I found very little evidence that this was certainly so. However, there was some evidence that paragraphs had the potential to create a "dialogue" between student writing and thinking, so the students could make more explicit connections between science ideas. Lastly, I noticed certain gender difference in the classroom. Because of this, I contrasted the writing of the girls with the writing of the boys. I learned the girls were generally much more capable writers than the boys. More interesting, however, was that the girls generally attempted to explain their science concepts in different ways than did the boys. The girls were more likely to rely on their own reasoning, whereas the boys were more likely to persist in using culturally created science explanations. The research findings have important implications for analyzing students' learning and for finding ways to

  7. Disciplinary Literacy in Science: Developing Science Literacy through Trade Books

    ERIC Educational Resources Information Center

    Fang, Zhihui

    2014-01-01

    Developing science literacy requires not only firsthand explorations of the material world but also secondhand investigations with text. A potentially powerful kind of text in science is trade books. This column describes four classroom ploys for using science trade books to enhance students' secondhand experiences.

  8. Science Literacy's Neglected Twin: Numeracy

    NASA Astrophysics Data System (ADS)

    Follette, K.; McCarthy, D.

    2014-07-01

    Have introductory astronomy courses moved too far toward qualitative science? By itself, qualitative understanding, even deep appreciation, of the scientific endeavor is insufficient to engender scientific literacy. In order to interpret scientific information encountered in daily life and to distinguish it from pseudoscience, our students must also be quantitatively savvy. A scientifically literate citizen should be able to employ arithmetic, interpret numbers in context, read graphs and tables, and confidently incorporate numbers in writing. A gentle quantitative emphasis permeates our introductory astronomy courses to help our students become aware of their numerical deficits and appreciate the value of numerical thinking. This approach not only helps transform students into more well-informed citizens and capable problem solvers but also helps them achieve a deeper understanding of course material. We present data from an educational study that documents the extent of quantitative illiteracy and shows that improvements in attitude and achievement are possible.

  9. The Atmospheric Science Literacy Framework

    NASA Astrophysics Data System (ADS)

    Johnson, R. M.; Snow, J. T.; Foster, S. Q.; Maccaffery, M.; Buhr, S.; Niepold, F.

    2008-12-01

    The Framework for Atmospheric Science Literacy was developed through a community-based process from November 2007 - July 2008. The kick-off workshop brought together a diverse group of ~60 scientists, educators, and policy makers to identify key concepts essential for atmospheric science literacy for the public and students, as well as linkages among weather, climate, and ocean literacy. The group worked together to refine a draft framework, building on an array of foundational documents. The results of that workshop were formulated into a draft framework, and the community participated through three iterations to finalize the framework, providing over 300 comments to refine the document. A team of educators has subsequently met to map the framework to the National Science Education Standards, and a version of the framework that includes this mapping will be made available for educators in 2009.

  10. Beyond Science Literacy: Science and the Public

    ERIC Educational Resources Information Center

    Liu, Xiufeng

    2009-01-01

    The late 20th century and beginning of 21st century have witnessed unprecedented rapid economic development due to advances in technology and globalization. In response to this development, a renewed call for science literacy has become louder in the USA and many other countries. Common to all science education reforms around the world is emphasis…

  11. Scientific Method and Advent of Literacy: Towards Understanding Itaukei and Indo-Fijian School Students' Differential Achievement in Science

    ERIC Educational Resources Information Center

    Dakuidreketi, Mesake Rawaikela

    2014-01-01

    In general, people believe that if we want our children to be good in and relate well to science, or to enable at least a few of them eventually to become scientists themselves, we may need to be clear about what science is and the nature of its method. Individuals can then wield the method of science, making them scientists. This way of thinking…

  12. Negotiating new literacies in science: An examination of at-risk and average-achieving ninth-grade readers' online reading comprehension strategies

    NASA Astrophysics Data System (ADS)

    Sevensma, Kara

    In today's digital world the Internet is becoming an increasingly predominant resource for science information, rapidly eclipsing the traditional science textbook in content area classrooms (Lawless & Schrader, 2008). The shift challenges researchers, educators, administrators, and policy makers to reconsider what it means to read and comprehend online science information. The research on digital literacy is still in its infancy and little is known about the strategies and processes students use when reading science content on the Internet. Even less is known about how at-risk readers comprehend digital science content. Therefore, this study addresses three research questions: (1) What strategies and processes do at-risk and average-achieving readers use as they locate information and generate meaning from science websites? (2) What navigational profiles emerge as at-risk and average-achieving readers construct traversals (unique online paths of information) they locate information and generate meaning from science websites? (3) What individual characteristics influenced students' strategies as they locate information and generate meaning from science websites? Participants were six ninth-grade students in general education biology classrooms. Three were average-achieving readers and three were at-risk readers based on assessments of reading comprehension in traditional print-based texts. The students engaged in a three-day research project about the rainforest biome, locating information online, taking notes, and constructing an information brochure about the rainforest for peers. Data measures prior to and during the research included an Internet use survey, verbal protocols, screen captures of online activity, oral reading fluency assessments, and prior knowledge and topic engagement surveys. Quantitative descriptive and univariate analyses as well as qualitative abductive coding were employed over multiple phases to analyze the data. First, the results suggest

  13. Supporting Adolescent Literacy Achievement. Issue Brief

    ERIC Educational Resources Information Center

    Berman, Ilene

    2009-01-01

    This brief enhances recommendations and policy strategies from the National Governors Association Center for Best Practices (NGA Center) publication "Reading to Achieve: A Governor's Guide to Adolescent Literacy". It reflects lessons from recent research and best practices from states selected to receive NGA Center support to develop statewide…

  14. Achieving Excellence in Preschool Literacy Instruction

    ERIC Educational Resources Information Center

    Justice, Laura M., Ed.; Vukelich, Carol, Ed.

    2007-01-01

    High-quality preschool programs are essential to improving children's outcomes in reading achievement and leveling language and literacy disparities among students from diverse backgrounds. Grounded in state-of-the-art research evidence, this practice-oriented book demonstrates how preschool professionals can create, evaluate, and sustain…

  15. Integrating Instruction: Literacy and Science. Tools for Teaching Literacy Series

    ERIC Educational Resources Information Center

    McKee, Judy; Ogle, Donna

    2005-01-01

    This book provides a full framework for integrating science and literacy. It shows how tapping into children's interest in science can help them develop key literacy skills and strategies as they explore the world around them. Examples of integrated science units include hands-on instructions and reproducible materials for learning activities that…

  16. School Students' Science Achievement

    ERIC Educational Resources Information Center

    Shymansky, James; Wang, Tzu-Ling; Annetta, Leonard; Everett, Susan; Yore, Larry D.

    2013-01-01

    This paper is a report of the impact of an externally funded, multiyear systemic reform project on students' science achievement on a modified version of the Third International Mathematics and Science Study (TIMSS) test in 33 small, rural school districts in two Midwest states. The systemic reform effort utilized a cascading leadership strategy…

  17. Salvaging Science Literacy

    ERIC Educational Resources Information Center

    Feinstein, Noah

    2011-01-01

    There is little evidence that the prevailing strategies of science education have an impact on the use and interpretation of science in daily life. Most science educators and science education researchers nonetheless believe that science education is intrinsically useful for students who do not go on to scientific or technical careers. This essay…

  18. Implementing Global Science Literacy.

    ERIC Educational Resources Information Center

    Mayer, Victor J., Ed.

    This book expands on the argument for a new type of science curriculum for secondary schools. Instead of being based on each of the major disciplines as are almost all current science curricula, it is suggested that curricula should be conceptually organized around the Earth system, including the science methodology of the system sciences, and…

  19. Science Fiction & Scientific Literacy

    ERIC Educational Resources Information Center

    Czerneda, Julie E.

    2006-01-01

    The term "science fiction" has become synonymous, in the media at least, for any discovery in science too incredible or unexpected for the nonscientist to imagine. One of the most common classroom uses of science fiction is for students to pick out flaws in science fiction movies or television shows. Unfortunately, this approach can result in…

  20. Science and Literacy Centers

    ERIC Educational Resources Information Center

    Van Meeteren, Beth Dykstra; Escalada, Lawrence T.

    2010-01-01

    In recent years, science has taken a backseat to reading and mathematics in many primary classrooms. Imaginative teachers have coped with this loss of science time by creatively integrating science topics into reading instructional materials (Douglas, Klentschy, and Worth 2006). In this article, the author describes an effective physical science…

  1. Science, Technology & Literacy

    ERIC Educational Resources Information Center

    Kiyici, Fatime Balkan; Kiyici, Mubin

    2007-01-01

    Scientific information and new developments influence human lives making every human endeavor systematic. These developments in science and technology lead to educating literate individuals in terms of science and technology, or individuals who can think creatively and deliver their ideas freely. More specifically, individuals in today's world…

  2. Literacy Coaching: Middle School Academic Achievement and Teacher Perceptions Regarding Content Area Literacy Strategy Instruction

    ERIC Educational Resources Information Center

    Edwards, Anjell H.; Neill, Patricia; Faust, Phyllis B.

    2015-01-01

    This study examined differences in perceptions of content area teachers receiving literacy coaching and teachers receiving no literacy coaching regarding implementation of literacy instruction. It also examined student achievement on standardized tests relative to literacy coaching. A survey measured teachers' perceptions regarding their…

  3. Scientific Literacy and Thailand Science Education

    ERIC Educational Resources Information Center

    Yuenyong, Chokchai; Narjaikaew, Pattawan

    2009-01-01

    Education and political leaders worldwide are increasingly placing emphasis on developing scientific literacy. This also is the case in Thailand with science education influenced by educational reform in 1999, in which the goals of science education are shaped by the notion of scientific literacy. Thai science education emphasizes the scientific…

  4. Linking Science and Literacy

    ERIC Educational Resources Information Center

    Plummer, Donna M.; Davis, Betty Jo; Brazier, Victoria

    2011-01-01

    We successfully integrated science and language arts in a third-grade classroom. The students used "scientist's eyes" and "poet's eyes" to write original poetry. In addition, they created habitat posters about a swamp organism. Scoring guides for the habitat poems and posters are also included. (Contains 5 figures and 2 tables.)

  5. Making the Science Literacy Connection: After-School Science Clubs

    ERIC Educational Resources Information Center

    Moore-Hart, Margaret A.; Liggit, Peggy; Daisey, Peggy

    2004-01-01

    Children make discoveries spontaneously while participating in hands-on science learning experiences. The students in this study were attending an after-school science program that was organized around authentic literacy activities and hands-on science learning experiences related to the theme of wetlands. Literacy connections formed natural…

  6. Comparing Science Achievement Constructs: Targeted and Achieved

    ERIC Educational Resources Information Center

    Ferrara, Steve; Duncan, Teresa

    2011-01-01

    This article illustrates how test specifications based solely on academic content standards, without attention to other cognitive skills and item response demands, can fall short of their targeted constructs. First, the authors inductively describe the science achievement construct represented by a statewide sixth-grade science proficiency test.…

  7. Science Journalism: Using Science Literacy to Teach Fundamental Science

    NASA Astrophysics Data System (ADS)

    Mattson, B. J.; Lochner, J. C.

    2010-08-01

    Science has many stories to tell. A carefully crafted series of stories can create a rich experience based in science literacy to teach fundamental science concepts. In particular, framing the stories as historic news articles illustrates the process of science and opens up opportunities for multidisciplinary lessons. NASA's Cosmic Times materials illustrate how we applied this model to tell the story of our understanding of the expanding universe over the past century. Cosmic Times is a series of curriculum support materials and classroom activities for grades 7-12. The series includes six posters, each resembling the front page of a newspaper from a particular time during the past 100 years with articles describing the discoveries. The articles trace astronomer's efforts to determine the size of the universe, the nature of supernovae, and the nature of the expansion of the universe. Each poster is accompanied by inquiry-based lessons that teach the science, the process of science, and skills for science literacy. In addition, these lessons include cross-curricular activities exploring the times and social circumstances of the discoveries. These materials serve as a springboard for a discussion on using science literacy and storytelling with other science topics, ranging from our modern understanding of the planets and planet formation to the development of the theory of evolution.

  8. Literacy and Science Connections in the Classroom

    ERIC Educational Resources Information Center

    Plummer, Donna M.; Kuhlman, Wilma

    2008-01-01

    Educators in many disciplines recognize interdisciplinary teaching as effective for student learning. This article provides a model for developing an interdisciplinary literacy and science study with states of water as the core scientific study with corresponding literacy strategies. Authors have included suggestions for children's literature as…

  9. Academic Effort and Achievement in Science: Beyond a Gendered Relationship

    NASA Astrophysics Data System (ADS)

    Adamuti-Trache, Maria; Sweet, Robert

    2013-12-01

    This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender-immigrant profiles: Canadian-born males, immigrant males, Canadian-born females, and immigrant females on their scores on teacher-assigned grades in science and on the SAIP science literacy test, and across a range of dispositions, beliefs, and behaviors suggested in the literature as predictive of achievement in science. Study findings show that Canadian-born students, particularly boys, have higher performance in the science literacy test despite their lower achievement in the science classroom and the least investments of time in doing science homework. In contrast, immigrant female students demonstrate the highest academic effort and achievement in science courses which are not matched by similar results in the science literacy test. We discuss these results in relation to different socialization experiences with science and technology that limit female and immigrant students' abilities to transfer knowledge to new situations that have not been learned in the classroom.

  10. Achieving Technological Literacy: A National Imperative.

    ERIC Educational Resources Information Center

    Bybee, Rodger W.

    2000-01-01

    Discusses the importance of technological literacy for the 21st century. Points out that, of the top 100 headlines of the 20th century, over 40 percent were related to technology, yet many people have an outdated notion of what technology really is. Discusses the need for standards of technological literacy. (JOW)

  11. Children Achieving: Best Practices in Early Literacy.

    ERIC Educational Resources Information Center

    Neuman, Susan B., Ed.; Roskos, Kathleen A., Ed.

    This book addresses questions of how early literacy instruction can meet children's diverse needs and provide essential skills. The focus is on issues of theory and practice for children ages 2 to 8 in prekindergarten through third grade. Each chapter examines and describes practices surrounding a critical issue in early literacy. Chapters in the…

  12. Literacy Practices as Predictors of Reading Achievement

    ERIC Educational Resources Information Center

    Miller, Stacey J.

    2012-01-01

    Research on educational administration from the past 40 years emphasizes the principal as an instructional leader. However, the research community has done little to specifically examine what literacy knowledge and practices elementary principals need to possess or do regarding literacy teaching and learning. Because federal legislation has…

  13. Attribution theory in science achievement

    NASA Astrophysics Data System (ADS)

    Craig, Martin

    Recent research reveals consistent lags in American students' science achievement scores. Not only are the scores lower in the United States compared to other developed nations, but even within the United States, too many students are well below science proficiency scores for their grade levels. The current research addresses this problem by examining potential malleable factors that may predict science achievement in twelfth graders using 2009 data from the National Assessment of Educational Progress (NAEP). Principle component factor analysis was conducted to determine the specific items that contribute to each overall factor. A series of multiple regressions were then analyzed and formed the predictive value of each of these factors for science achievement. All significant factors were ultimately examined together (also using multiple regression) to determine the most powerful predictors of science achievement, identifying factors that predict science achievement, the results of which suggested interventions to strengthen students' science achievement scores and encourage persistence in the sciences at the college level and beyond. Although there is a variety of research highlighting how students in the US are falling behind other developing nations in science and math achievement, as yet, little research has addressed ways of intervening to address this gap. The current research is a starting point, seeking to identify malleable factors that contribute to science achievement. More specifically, this research examined the types of attributions that predict science achievement in twelfth grade students.

  14. Improving science literacy and education through space life sciences

    NASA Astrophysics Data System (ADS)

    MacLeish, Marlene Y.; Moreno, Nancy P.; Tharp, Barbara Z.; Denton, Jon J.; Jessup, George; Clipper, Milton C.

    2001-08-01

    The National Space Biomedical Research Institute (NSBRI) encourages open involvement by scientists and the public at large in the Institute's activities. Through its Education and Public Outreach Program, the Institute is supporting national efforts to improve Kindergarten through grade twelve (K-12) and undergraduate education and to communicate knowledge generated by space life science research to lay audiences. Three academic institutions—Baylor College of Medicine, Morehouse School of Medicine and Texas A&M University—are designing, producing, field-testing, and disseminating a comprehensive array of programs and products to achieve this goal. The objectives of the NSBRI Education and Public Outreach program are to: promote systemic change in elementary and secondary science education; attract undergraduate students—especially those from underrepresented groups—to careers in space life sciences, engineering and technology-based fields; increase scientific literacy; and to develop public and private sector partnerships that enhance and expand NSBRI efforts to reach students and families.

  15. Adapting Practices of Science Journalism to Foster Science Literacy

    ERIC Educational Resources Information Center

    Polman, Joseph L.; Newman, Alan; Saul, Ellen Wendy; Farrar, Cathy

    2014-01-01

    In this paper, the authors describe how the practices of expert science journalists enable them to act as "competent outsiders" to science. We assert that selected science journalism practices can be used to design reform-based science instruction; these practices not only foster science literacy that is useful in daily life, but also…

  16. Studying Students' Science Literacy: Non-Scientific Beliefs and Science Literacy Measures

    NASA Astrophysics Data System (ADS)

    Impey, C.; Buxner, S.

    2015-11-01

    We have been conducting a study of university students' science literacy for the past 24 years. Based on the work of the National Science Board's ongoing national survey of the US public, we have administered the same survey to undergraduate science students at the University of Arizona almost every year since 1989. Results have shown relatively little change in students' overall science literacy, descriptions of science, and knowledge of basic science topics for almost a quarter of a century despite an increase in education interventions, the rise of the internet, and increased access to knowledge. Several trends do exist in students' science literacy and descriptions of science. Students who exhibit beliefs in non-scientific phenomenon (e.g., lucky numbers, creationism) consistently have lower science literacy scores and less correct descriptions of scientific phenomenon. Although not surprising, our results support ongoing efforts to help students generate evidence based thinking.

  17. Using Primary Literature to Teach Science Literacy to Introductory Biology Students

    PubMed Central

    Krontiris-Litowitz, Johanna

    2013-01-01

    Undergraduate students struggle to read the scientific literature and educators have suggested that this may reflect deficiencies in their science literacy skills. In this two-year study we develop and test a strategy for using the scientific literature to teach science literacy skills to novice life science majors. The first year of the project served as a preliminary investigation in which we evaluated student science literacy skills, created a set of science literacy learning objectives aligned with Bloom’s taxonomy, and developed a set of homework assignments that used peer-reviewed articles to teach science literacy. In the second year of the project the effectiveness of the assignments and the learning objectives were evaluated. Summative student learning was evaluated in the second year on a final exam. The mean score was 83.5% (±20.3%) and there were significant learning gains (p < 0.05) in seven of nine of science literacy skills. Project data indicated that even though students achieved course-targeted lower-order science literacy objectives, many were deficient in higher-order literacy skills. Results of this project suggest that building scientific literacy is a continuing process which begins in first-year science courses with a set of fundamental skills that can serve the progressive development of literacy skills throughout the undergraduate curriculum. PMID:23858355

  18. Defining science literacy: A pedagogical approach

    NASA Astrophysics Data System (ADS)

    Brilakis, Kathryn

    A functional knowledge of science is required to capably evaluate the validity of conflicting positions on topics such as fracking, climate change, and the safety of genetically modified food. Scientifically illiterate individuals are at risk of favoring the persuasive arguments of those championing partisan, anti-science agendas. In an effort to enhance the scientific literacy of community college students and equip them with the skill set necessary to make informed decisions, this study generated a pedagogical definition of science literacy using survey methodology and then utilized the definition to construct an accessible, comprehensive, and pragmatic web-based science literacy program. In response to an email solicitation, college and university science educators submitted lists of topics within their specialty they considered essential when assessing science literacy. Their responses were tabulated and those topics cited most frequently by the participating physicists, biologists, chemists and geoscientists were assembled into a definition of science literacy. This definition was translated into a modular, web-based course suitable for both online and classroom learning published as: www.scienceliteracyforum.com.

  19. Exploring Science-Literacy-in-Practice: Implications for Scientific Literacy from an Anthropological Perspective.

    ERIC Educational Resources Information Center

    Buxton, Cory A.

    2001-01-01

    Examines the construct of science-literacy-in-practice within the context of a university biology department. Points to a trajectory of definitions of science literacy and what these definitions imply for science educators in enacting science literacy for all. (Author/NB)

  20. Charting a Course to Earth System Science Literacy

    NASA Astrophysics Data System (ADS)

    Karsten, J. L.; Koch, L.; Ridky, R.; Wei, M.; Ladue, N.

    2008-12-01

    Public literacy of fundamental ideas in Earth System Science (ESS) is immensely important, both because of its relevance to the daily lives of individual citizens and the role played by informed policy decisions related to water, energy, climate change, and hazards in securing our Nation's well-being and prosperity. The National Science Education Standards (NRC, 1996) argued that topics which comprise ESS also have tremendous value in providing context and meaning for the teaching of Biology, Chemistry, and Physics concepts and their applications, thereby serving the goals of the America COMPETES Act. Yet, as documented in the 2006 Program for International Student Assessment (PISA) results, the U.S. continues to lag significantly behind other developed nations in science literacy. A major obstacle to improving public ESS literacy, specifically, and strengthening science literacy, in general, is the fact that fewer than 30% of students in U.S. high schools take any courses related to ESS. Often, these courses are taught by teachers with limited preparation in this content area. A new grass-roots movement within the geoscience research and education communities, fueled by interagency collaboration, is seeking to overcome these obstacles and steer a new course for ESS education in the Nation. The Earth System Science Literacy Initiative (ESSLI) builds on recent efforts within portions of the geosciences community to reach consensus on what defines scientific literacy within their fields. Individual literacy frameworks now exist for the ocean, atmospheric science, Earth science, and climate topic areas, and others are under development. The essential principles and fundamental concepts articulated in these frameworks provide consistent core messages that can be delivered and reinforced not only through formal education channels, but also through informal education activities and the media, thereby avoiding the inherent obstacles of the formal education setting

  1. Integrating Literacy and Science in Biology: Teaching and Learning Impacts of Reading Apprenticeship Professional Development

    ERIC Educational Resources Information Center

    Greenleaf, Cynthia L.; Litman, Cindy; Hanson, Thomas L.; Rosen, Rachel; Boscardin, Christy K.; Herman, Joan; Schneider, Steven A.

    2011-01-01

    This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers' instructional practices and students' achievement in science and literacy. The intervention consisted of 10 days of professional development in Reading Apprenticeship, an instructional framework integrating…

  2. Using Argument as a Tool for Integrating Science and Literacy

    ERIC Educational Resources Information Center

    Washburn, Erin; Cavagnetto, Andy

    2013-01-01

    The integration of literacy in science education has been supported by both literacy and science researchers and educators. Recent federal initiatives such as the Common Core State Standards and A Framework for K-12 Science Education have also emphasized the need to integrate literacy and science. However, few tools exist to help educators think…

  3. Advocating Science: Literacy and Public Understanding.

    ERIC Educational Resources Information Center

    Shortland, Michael

    1988-01-01

    Reviews several arguments deployed in favor of promoting the public understanding of science. Examines assumptions embodied in these arguments. An introductory discussion of scientific literacy is given and suggested as being a more appropriate goal because it provides more criteria for assessing the nature and understanding of science. (RT)

  4. Factors behind Low Reading Literacy Achievement

    ERIC Educational Resources Information Center

    Linnakyla, Pirjo; Malin, Antero; Taube, Karin

    2004-01-01

    The initial results of the Programme for International Student Assessment (PISA) indicated that Finnish and Swedish students are among the best readers in all OECD countries. However, the literacy performance of 7% of Finnish and 12% of Swedish students remains at a level which is not sufficient for further studies or active citizenship. This…

  5. The Process of Science Achievement.

    ERIC Educational Resources Information Center

    Papanastasiou, Constantinos; Papanastasiou, Elena C.

    2002-01-01

    Investigates the science achievement of 8th grade students in Cyprus by using a structural equation model with three exogenous constructs--family's educational background, reinforcements, and school climate, and three endogenous constructs--teaching, student attitudes, and achievement. Proposes a model for the effects of family, school, student…

  6. Academic Effort and Achievement in Science: Beyond a Gendered Relationship

    ERIC Educational Resources Information Center

    Adamuti-Trache, Maria; Sweet, Robert

    2013-01-01

    This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender-immigrant profiles: Canadian-born males, immigrant males, Canadian-born…

  7. Improving science literacy and education through space life sciences

    NASA Technical Reports Server (NTRS)

    MacLeish, M. Y.; Moreno, N. P.; Tharp, B. Z.; Denton, J. J.; Jessup, G.; Clipper, M. C.

    2001-01-01

    The National Space Biomedical Research Institute (NSBRI) encourages open involvement by scientists and the public at large in the Institute's activities. Through its Education and Public Outreach Program, the Institute is supporting national efforts to improve Kindergarten through grade twelve (K-12) and undergraduate education and to communicate knowledge generated by space life science research to lay audiences. Three academic institution Baylor College of Medicine, Morehouse School of Medicine and Texas A&M University are designing, producing, field-testing, and disseminating a comprehensive array of programs and products to achieve this goal. The objectives of the NSBRI Education and Public Outreach program are to: promote systemic change in elementary and secondary science education; attract undergraduate students--especially those from underrepresented groups--to careers in space life sciences, engineering and technology-based fields; increase scientific literacy; and to develop public and private sector partnerships that enhance and expand NSBRI efforts to reach students and families. c 2001. Elsevier Science Ltd. All rights reserved.

  8. Science and Literacy: Making Connections through Writing

    ERIC Educational Resources Information Center

    Harris, Robin; Cote, Dara Dorsey

    2008-01-01

    In order to help students to make connections in science and literacy through writing, the authors present them with an open-ended question (OEQ), which is a divergent assessment in the form of a writing prompt (a situation), and directions for writing at the beginning of each major unit. Students complete this assessment by the end of the unit.…

  9. Connecting Science and Literacy through Talk

    ERIC Educational Resources Information Center

    Winokur, Jeff; Worth, Karen; Heller-Winokur, Martha

    2009-01-01

    When students are motivated, engaged, and have opportunities to practice and develop discussion skills taught during literacy time, they can deepen their understanding of science concepts. Communication is an important tool for the development of scientific knowledge; group discussions such as the one portrayed in this article are critical to the…

  10. Life Science Literacy of an Undergraduate Population

    ERIC Educational Resources Information Center

    Medina, Stephanie R.; Ortlieb, Evan; Metoyer, Sandra

    2014-01-01

    Science content knowledge is a concern for educators in the United States because performance has stagnated for the past decade. Investigators designed this study to determine the current levels of scientific literacy among undergraduate students in a freshman-level biology course (a core requirement for majors and nonmajors), identify factors…

  11. Cultivation of Science Teachers' Information Literacy in China

    ERIC Educational Resources Information Center

    Sun, Haibin; Liu, Tingting

    2009-01-01

    In the paper, we focus on the information literacy of science teachers in China. Information literacy encompasses knowledge of one's information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information. Science teachers should have information literacy which is a basic…

  12. Girls Doing Science: A Case Study of Science Literacy in All-Female Middle Grade Classrooms

    NASA Astrophysics Data System (ADS)

    Faller, Susan Elisabeth

    , they give voice to a group often underrepresented in studies of science (i.e., primarily nonwhite girls from working class families, many of whom speak English as a second language.) Thus this thesis provides new insights for researchers as well as teachers interested in science literacy and persistent gaps in science achievement.

  13. Classroom, School, and District Impacts on Diverse Student Literacy Achievement

    ERIC Educational Resources Information Center

    Wilcox, Kristen Campbell; Lawson, Hal A.; Angelis, Janet

    2015-01-01

    Background/Context: Prior research has investigated the literacy achievement gap with particular focus on ethnically and linguistically diverse students' performance. This study extends that research by examining the relationships among classroom instructional practices, school priorities, and district policies in higher performing schools.…

  14. Student Achievement in New Literacies for the 21st Century.

    ERIC Educational Resources Information Center

    Kist, William

    2003-01-01

    Describes some alternative conceptions of middle-level student achievement based on case studies profiling new literacies in U.S. and Canadian classrooms. Identifies characteristics of fluency in multiple forms of representation, critical thinking and talking about student work, adaptability of individual and collaborative activities, and high…

  15. Effects of Running Records Assessment on Early Literacy Achievement

    ERIC Educational Resources Information Center

    Ross, John A.

    2004-01-01

    Recent research on effective schools (e.g., Pressley et al., 2001) identified consistent associations between students' literacy achievement and teacher practice. In this study, the author extended those correlational findings by conducting a controlled experiment to test the claims about 1 practice recommended by recent effective schools…

  16. Literacy Achievement of Elementary Students with Gifted Peer Interaction

    ERIC Educational Resources Information Center

    Langley, Crystal Eve

    2010-01-01

    The need for improved reading levels of students in elementary school is consistently documented in the literature. As a partial solution, some authors posit that students who participate in literacy instruction in a classroom with gifted students may achieve higher advancement in reading ability. Guided by theories of social learning and…

  17. The Role of Achievement Strategies on Literacy Acquisition across Languages

    ERIC Educational Resources Information Center

    Georgiou, George K.; Hirvonen, Riikka; Liao, Chen-Huei; Manolitsis, George; Parrila, Rauno; Nurmi, Jari-Erik

    2011-01-01

    We examined the importance of children's achievement strategies in different literacy outcomes in three languages varying in orthographic consistency: Chinese, English, and Greek. Eighty Chinese-speaking Taiwanese children, 51 English-speaking Canadian children and 70 Greek children were assessed on measures of phonological awareness, rapid…

  18. Can We Improve Science Literacy?

    ERIC Educational Resources Information Center

    Froman, Robin D.; Owen, Steven V.

    The American public continues to be perplexed by the substandard reading, math, and science skills of students. Science information alone is growing at a rate that will make it very difficult for many, especially students with feeble science knowledge and skills, to become scientifically literate. This research describes the development,…

  19. Negotiating New Literacies in Science: An Examination of At-Risk and Average-Achieving Ninth-Grade Readers' Online Reading Comprehension Strategies

    ERIC Educational Resources Information Center

    Sevensma, Kara

    2013-01-01

    In today's digital world the Internet is becoming an increasingly predominant resource for science information, rapidly eclipsing the traditional science textbook in content area classrooms (Lawless & Schrader, 2008). The shift challenges researchers, educators, administrators, and policy makers to reconsider what it means to read and…

  20. Teaching Climate Social Science and Its Practices: A Two-Pronged Approach to Climate Literacy

    NASA Astrophysics Data System (ADS)

    Shwom, R.; Isenhour, C.; McCright, A.; Robinson, J.; Jordan, R.

    2014-12-01

    The Essential Principles of Climate Science Literacy states that a climate-literate individual can: "understand the essential principles of Earth's climate system, assess scientifically credible information about climate change, communicate about climate and climate change in a meaningful way, and make informed and responsible decisions with regard to actions that may affect climate." We argue that further integration of the social science dimensions of climate change will advance the climate literacy goals of communication and responsible actions. The underlying rationale for this argues: 1) teaching the habits of mind and scientific practices that have synergies across the social and natural sciences can strengthen students ability to understand and assess science in general and that 2) understanding the empirical research on the social, political, and economic processes (including climate science itself) that are part of the climate system is an important step for enabling effective action and communication. For example, while climate literacy has often identified the public's faulty mental models of climate processes as a partial explanation of complacency, emerging research suggests that the public's mental models of the social world are equally or more important in leading to informed and responsible climate decisions. Building student's ability to think across the social and natural sciences by understanding "how we know what we know" through the sciences and a scientific understanding of the social world allows us to achieve climate literacy goals more systematically and completely. To enable this integration we first identify the robust social science insights for the climate science literacy principles that involve social systems. We then briefly identify significant social science contributions to climate science literacy that do not clearly fit within the seven climate literacy principles but arguably could advance climate literacy goals. We conclude

  1. Measuring Science Literacy in College Undergraduates

    NASA Astrophysics Data System (ADS)

    Impey, Chris David; Buxner, S. R.; Antonellis, J.; King, C.; Johnson, E.; CATS

    2010-01-01

    Initial results from a major study of scientific literacy are presented, involving nearly 10,000 undergraduates in science classes at a large Southwestern Land Grant public university over a 20-year period. The science content questions overlap with those in the NSF's Science Indicators series. About 10% of all undergraduates in the US take a General Education astronomy course, and NSF data and the work of Jon Miller show that the number of college science courses taken is the strongest predictor of civic scientific literacy. Our data show that gains in knowledge on any particular item through the time students graduate are only 10-15%. Among students who have taken most or all of their science requirements, one-in-three think that antibiotics kill viruses as well as bacteria, one-in-four think lasers work by focusing sound waves, one-in-five think atoms are smaller than electrons, and the same fraction is unaware that humans evolved from earlier species of animals and that the Earth takes a year to go around the Sun. The fraction of undergraduates saying that astrology is "not at all” scientific increases from 17% to a still-low 34% as they move through the university. Equally worrying, half of all science majors say that astrology is "sort of” or "very” scientific. Education majors - the cohort of future teachers - perform worse than average on most individual questions and in terms of their overall scientific literacy. Assuming the study institution is representative of the nation's higher education institutions, our instruction is not raising students to the level we would expect for educated citizens who must vote on many issues that relate to science and technology. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

  2. Pacific CRYSTAL Project: Explicit Literacy Instruction Embedded in Middle School Science Classrooms

    NASA Astrophysics Data System (ADS)

    Anthony, Robert J.; Tippett, Christine D.; Yore, Larry D.

    2010-01-01

    Science literacy leading to fuller and informed participation in the public debate about science, technology, society, and environmental (STSE) issues that produce justified decisions and sustainable actions is the shared and central goal of the Pacific CRYSTAL Project. There is broad agreement by science education researchers that learners need to be able to construct and interpret specific scientific discourses and texts to be literate in science. We view these capabilities as components in the fundamental sense of science literacy and as interactive and synergetic to the derived sense of science literacy, which refers to having general knowledge about concepts, principles, and methods of science. This article reports on preliminary findings from Years 1, 2, and 3 of the 5-year Pacific CRYSTAL project that aims to identify, develop, and embed explicit literacy instruction in science programs to achieve both senses of science literacy. A community-based, opportunistic, engineering research and development approach has been utilized to identify problems and concerns and to design instructional solutions for teaching middle school (Grades 6, 7, and 8) science. Initial data indicate (a) opportunities in programs for embedding literacy instruction and tasks; (b) difficulties generalist teachers have with new science curricula; (c) difficulties specialist science teachers have with literacy activities, strategies, genre, and writing-to-learn science tasks; and (d) potential literacy activities (vocabulary, reading comprehension, visual literacy, genre, and writing tasks) for middle school science. Preinstruction student assessments indicate a range of challenges in achieving effective learning in science and the need for extensive teacher support to achieve the project’s goals. Postinstructional assessments indicate positive changes in students’ ability to perform target reading and writing tasks. Qualitative data indicate teachers’ desire for external direction

  3. The 2009 Earth Science Literacy Principles

    NASA Astrophysics Data System (ADS)

    Wysession, M. E.; Budd, D. A.; Campbell, K. M.; Conklin, M. H.; Kappel, E. S.; Ladue, N.; Lewis, G.; Raynolds, R.; Ridky, R. W.; Ross, R. M.; Taber, J.; Tewksbury, B. J.; Tuddenham, P.

    2009-12-01

    In 2009, the NSF-funded Earth Science Literacy Initiative (ESLI) completed and published a document representing a community consensus about what all Americans should understand about Earth sciences. These Earth Science Literacy Principles, presented as a printed brochure and on the Internet at www.earthscienceliteracy.org, were created through the work of nearly 1000 geoscientists and geoeducators who helped identify nine “big ideas” and seventy-five “supporting concepts” fundamental to terrestrial geosciences. The content scope involved the geosphere and land-based hydrosphere as addressed by the NSF-EAR program, including the fields of geobiology and low-temperature geochemistry, geomorphology and land-use dynamics, geophysics, hydrologic sciences, petrology and geochemistry, sedimentary geology and paleobiology, and tectonics. The ESLI Principles were designed to complement similar documents from the ocean, atmosphere, and climate research communities, with the long-term goal of combining these separate literacy documents into a single Earth System Science literacy framework. The aim of these principles is to educate the public, shape the future of geoscience education, and help guide the development of government policy related to Earth science. For example, K-12 textbooks are currently being written and museum exhibits constructed with these Principles in hand. NPR-funded educational videos are in the process of being made in alignment with the ESLP Principles. US House and Senate representatives on science and education committees have been made aware that the major geoscience organizations have endorsed such a document generated and supported by the community. Given the importance of Earth science in so many societally relevant topics such as climate change, energy and mineral resources, water availability, natural hazards, agriculture, and human impacts on the biosphere, efforts should be taken to ensure that this document is in a position to

  4. Reconceptualising Science Education Practices from New Literacies Research

    ERIC Educational Resources Information Center

    Tang, K. S.

    2015-01-01

    In light of profound socio-economic and technological changes, the research from New Literacies has raised fundamental questions on the nature of literacy in the way we read, write, and communicate. Yet, in science education, research in literacy has been largely restricted to the domain of print-oriented academic language. This paper aims to set…

  5. The Impact of Socioeconomic versus Linguistic Factors on Achievement Gaps between Hebrew-Speaking and Arabic-Speaking Students in Israel in Reading Literacy and in Mathematics and Science Achievements

    ERIC Educational Resources Information Center

    Zuzovsky, Ruth

    2010-01-01

    The study intends to choose between two alternative explanations for the low attainment of Arabic-speaking students in reading literacy who participated in the PIRLS (2006), i.e., one that relates to lower socioeconomic conditions in the Arabic-speaking sector, and another that relates to the diglossic situation in Arabic. After controlling for…

  6. Earth Science Literacy: Building Community Consensus

    NASA Astrophysics Data System (ADS)

    Wysession, M.; Ladue, N.; Budd, D.; Campbell, K.; Conklin, M.; Lewis, G.; Raynolds, R.; Ridky, R.; Ross, R.; Taber, J.; Tewksbury, B.; Tuddenham, P.

    2008-12-01

    During 2008, the Earth Sciences Literacy Initiative (ESLI) constructed a framework of earth science "Big Ideas" and "Supporting Concepts". Following the examples of recent literacy efforts in the ocean, atmosphere and climate research communities, ESLI has distilled the fundamental understandings of the earth science community into a document that all members of the community will be able to refer to when working with educators, policy-makers, the press and members of the general public. This document is currently in draft form for review and will be published for public distribution in 2009. ESLI began with the construction of an organizing committee of a dozen people who represent a wide array of earth science backgrounds. This group then organized and ran two workshops in 2008: a 2-week online content workshop and a 3-day intensive writing workshop. For both workshops, participants were chosen so as to cover the full breadth of earth science related to the solid earth, surficial processes, and fresh-water hydrology. The asynchronous online workshop included 350 scientists and educators participating from around the world and was a powerful way to gather ideas and information while retaining a written record of all interactions. The writing workshop included 35 scientists, educators and agency representatives to codify the extensive input of the online workshop. Since September, 2008, drafts of the ESLI literacy framework have been circulated through many different channels to make sure that the document accurately reflects the current understandings of earth scientists and to ensure that it is widely accepted and adopted by the earth science communities.

  7. What Matters for Elementary Literacy Coaching? Guiding Principles for Instructional Improvement and Student Achievement

    ERIC Educational Resources Information Center

    L'Allier, Susan; Elish-Piper, Laurie; Bean, Rita M.

    2010-01-01

    Literacy coaches provide job-embedded professional development for teachers, and the number of literacy coaches in elementary schools is increasing. Although literacy coaching offers promise in terms of improving teacher practice and student achievement, guidance is needed regarding the qualifications, activities, and roles of literacy coaches.…

  8. A meta-analysis of morphological interventions: effects on literacy achievement of children with literacy difficulties.

    PubMed

    Goodwin, Amanda P; Ahn, Soyeon

    2010-12-01

    This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies, investigating the effect of morphological interventions on literacy outcomes for students with literacy difficulties. Average total sample size ranged from 15 to 261 from a wide range of grade levels. Overall, morphological instruction showed a significant improvement on literacy achievement (d = 0.33). Specifically, its effect was significant on several literacy outcomes such as phonological awareness (d = 0.49), morphological awareness (d = 0.40), vocabulary (d = 0.40), reading comprehension (d = 0.24), and spelling (d = 0.20). Morphological instruction was particularly effective for children with reading, learning, or speech and language disabilities, English language learners, and struggling readers, suggesting the possibility that morphological instruction can remediate phonological processing challenges. Other moderators were also explored to explain differences in morphological intervention effects. These findings suggest students with literacy difficulties would benefit from morphological instruction. PMID:20799003

  9. Increasing Science Literacy in Nepal

    NASA Astrophysics Data System (ADS)

    Lamsal, Jeevan

    2016-07-01

    Nepal, a small landlocked and one of the least developed countries in south Asia is curious with its neighbor's giant space missions. As for now, space mission is not imminent to Nepal at least for decade. Due to lack of proper education and the resources; space education is also not very effective. In the curriculum of Nepal, basic astronomy is included in the science book of middle school which consist only 5% of the total course and 10% in high school. However the total course has been mostly theoretical which has made this subject uninteresting and difficult among the students. The examinations in all education levels are practiced on the rote memorization of contents. Pokhara Astronomical Society (PAS) introduced new techniques in teaching with more practical approach. We helped students to construct bamboo telescopes and observe the night sky which brought tremendous interest in studying astronomy in middle school. Similarly in high schools we organized different kinds of webinar with renowned scientist from different parts of the world. We screened documentaries of space activities; we helped them to use online robotic telescopes by using internet. This eventually is creating more interest in students to study science and particularly astronomy in their higher studies. The use of mobile Apps and different satellite tracking website helped students determine the location of space objects and created more interest for detail study of them. We are now reaching thousands of students with different proceedings to popularize astronomy and generating interest to pursue higher education in this subject. As well as creating the scientific awareness and understanding among others who are not choosing science in their higher studies. This paper highlights the comparative study of advanced and practical approach of teaching over traditional approach. The results of survey suggest most students are interested in choosing science in their higher studies where practical

  10. Family Science Activities for Adult Basic and Literacy Education.

    ERIC Educational Resources Information Center

    Community Action Southwest, Waynesburg, PA.

    A staff development project created a series of family science activities to be used in adult basic and literacy education (ABLE) and family literacy programs and a training guide for staff and volunteers. The training guide provides background principles and concepts for science activities. The activities identify materials and indicate ways the…

  11. Student Perceptions of Using Games to Address Science Literacy

    ERIC Educational Resources Information Center

    Keller, Cara M.

    2012-01-01

    The purpose of this qualitative evaluative case study was to gain insight into how students perceived the efficacy of using games to address their science literacy concerns. Scientists in the United States are concerned with the lack of science literacy. The No Child Left Behind Act of 2001 requires proficiency in reading, mathematics, language…

  12. Link Science & Literacy and Watch Test Scores Skyrocket

    ERIC Educational Resources Information Center

    Lundstrom, Meg

    2005-01-01

    Linking hands-on science with literacy and the curriculum is growing in appeal, particularly among teachers educated as generalists who feel unprepared to deal with the depth of questions that inquiry and expanded reading can inspire in kids. In this article, four examples of teachers who have tried to link science and literacy are presented. One…

  13. Using Apps to Support Disciplinary Literacy and Science Learning

    ERIC Educational Resources Information Center

    Castek, Jill; Beach, Richard

    2013-01-01

    Apps, specialized programs used on mobile computers, can be used in innovative ways to enhance science and literacy learning. With the skilled guidance of their teachers, students can exploit app affordances for learning and acquire disciplinary literacies unique to science. This article showcases apps that help students to access information,…

  14. Literacy Achievement and Diversity: Keys to Success for Students, Teachers, and Schools. Multicultural Education Series

    ERIC Educational Resources Information Center

    Au, Kathryn H.

    2011-01-01

    "Literacy Achievement and Diversity" is the indispensable collection to the wisdom of respected literacy researcher Kathy Au. In this timely book, Au addresses the question of what educators can do to close the literacy achievement gap. She begins by outlining theory and research and then provides practical strategies to help teachers improve the…

  15. Effects of Fidelity of Implementation on Science Achievement Gains among English Language Learners

    ERIC Educational Resources Information Center

    Lee, Okhee; Penfield, Randall; Maerten-Rivera, Jaime

    2009-01-01

    This study examined the effect of fidelity of implementation (FOI) on the science achievement gains of third grade students broadly and students with limited literacy in English specifically. The study was conducted in the context of a professional development intervention with elementary school teachers to promote science achievement of ELL…

  16. Essential elements of ecological literacy and the pathways to achieve it: Perspectives of ecologists

    NASA Astrophysics Data System (ADS)

    McBride, Brooke Baldauf

    2011-12-01

    National assessments have led many to conclude that the level of ecological literacy among the general population in the United States is too low to enable effective social responses to current environmental challenges. However, the actual meaning of ecological literacy varies considerably between academic fields and has been a topic of intensive deliberation for several decades. Within the field of ecology in particular, a driving purpose behind this ongoing discussion has been to advance a complete, pedagogy-guiding, and broadly applicable framework for ecological literacy, allowing for the establishment of guidelines and tools for assessing educational achievement; yet, a widely accepted framework does not currently exist. What is ecological literacy and how can it be achieved? Through an extensive review of the literature, I traced the evolution of the related concepts of environmental literacy, ecological literacy, and ecoliteracy, and compared and contrasted the numerous proposed frameworks across multiple dimensions of affect, knowledge, skills, and behavior. In addition to characterizing the overall discourse, this analysis facilitated close examination of where we have been, where we are, and where we might be headed with respect to these vital conversations. To explore current perspectives on the topic, I analyzed the open-ended responses of more than 1,000 ecologists and other environmental scientists on the nature of ecological literacy and how it may be achieved. Factor analysis revealed the presence of six common dimensions underlying respondents' views of ecological literacy (cycles and webs, ecosystem services, negative human impacts, critical thinking/application, nature of ecological science, and biogeography) and five common dimensions for how to achieve it (education by mass media, formal/traditional education, financial incentive, participatory/interactive education, and communication/outreach by scientists). Based on these results, I proposed

  17. The Nature of Science Education for Enhancing Scientific Literacy

    ERIC Educational Resources Information Center

    Holbrook, Jack; Rannikmae, Miia

    2007-01-01

    This article explores the meaning of the nature of science education to enhance scientific literacy. It argues that the teaching approach for science education should be regarded as "education through science", rather than "science through education". A model of the nature of science education is proposed, having its foundations based on activity…

  18. Literacy Proficiency and Science for Students with Learning Disabilities.

    ERIC Educational Resources Information Center

    Cawley, John F.; Parmar, Rene S.

    2001-01-01

    Describes program alternatives in science for students with learning disabilities and their implications for reading and writing. Reviews opportunity to learn, the science performance of students with learning disabilities, science textbook instruction, literacy and science, and alternatives to read-dependent science programs. Presents an…

  19. Development and Validation of Scientific Literacy Achievement Test to Assess Senior Secondary School Students' Literacy Acquisition in Physics

    ERIC Educational Resources Information Center

    Adeleke, A. A.; Joshua, E. O.

    2015-01-01

    Physics literacy plays a crucial part in global technological development as several aspects of science and technology apply concepts and principles of physics in their operations. However, the acquisition of scientific literacy in physics in our society today is not encouraging enough to the desirable standard. Therefore, this study focuses on…

  20. Investigating Science Literacy: Students' Conceptions of Radiation

    NASA Astrophysics Data System (ADS)

    Romine, James; Buxner, S.; Impey, C. D.; Nieberding, M. N.; Antonellis, J. C.; Collaborations of Astronomy Teaching Scholars (CATS)

    2014-01-01

    This study is part of a larger investigation of students' science literacy in which we have been collecting survey data from undergraduate students enrolled in introductory science courses from 1980-2013. The overall survey asks students questions about basic topics in science and technology. We present results from the analysis of students' open-ended responses to the question "What is radiation?" Our findings show that a substantial number of students' perceptions of radiation are focused on the dangers of radiation and less on the applications. A large fraction of students correctly identified radiation as energy or light, although they expressed the misconception that only part of the electromagnetic spectrum counted as radiation. Overall, students expressed a number of misconceptions about the sources and uses of radiation although over 80% know that radiation can occur naturally or be man made. We present how these findings relate to other large trends from the survey. This material is based in part upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

  1. The Value of Civic Science Literacy (Invited)

    NASA Astrophysics Data System (ADS)

    Kahan, D.

    2013-12-01

    The persistence of public conflict over climate change is commonly understood to be evidence of the cost borne by our democracy by the failure of citizens to recognize the best available decision-relevant science. This conclusion is true; what's not is the usual understanding of cause and effect that accompanies this perspective. Ordinarily, the inability of citizens to comprehend decision-relevant science is identified as the source of persistent political conflict over climate change (along myriad other issues that feature disputed facts that admit of scientific investigation). The truth, however, is it is the persistence of public conflict that disables citizens from recognizing and making effective use of decision-relevant science. As a result, efforts to promote civic science literacy can't be expected to dissipate such conflict. Instead, the root, cultural and psychological sources of such conflict must themselves be extinguished (with the use of tools and strategies themselves identified through valid scientific inquiry) so our democracy can realize the value of educators' considerable skills in making citizens science literate.

  2. Examining the literacy component of science literacy: 25 years of language arts and science research

    NASA Astrophysics Data System (ADS)

    Yore, Larry D.; Bisanz, Gay L.; Hand, Brian M.

    2003-06-01

    This review, written to celebrate the 25th anniversary of the International Journal of Science Education, revealed a period of changes in the theoretical views of the language arts, the perceived roles of language in science education, and the research approaches used to investigate oral and written language in science, science teaching, and learning. The early years were dominated by behavioralist and logico-mathematical interpretations of human learning and by reductionist research approaches, while the later years reflected an applied cognitive science and constructivist interpretations of learning and a wider array of research approaches that recognizes the holistic nature of teaching and learning. The early years focus on coding oral language into categories reflecting source of speech, functional purpose, level of question and response, reading research focused on the readability of textbooks using formulae and the reader's decoding skills, and writing research was not well documented since the advocates for writing in service of learning were grass roots practitioners and many science teachers were using writing as an evaluation technique. The advent of applied cognitive science and the constructivist perspectives ushered in interactive-constructive models of discourse, reading and writing that more clearly revealed the role of language in science and in science teaching and learning. A review of recent research revealed that the quantity and quality of oral interactions were low and unfocused in science classrooms; reading has expanded to consider comprehension strategies, metacognition, sources other than textbooks, and the design of inquiry environments for classrooms; and writing-to-learn science has focused on sequential writing tasks requiring transformation of ideas to enhance science learning. Several promising trends and future research directions flow from the synthesis of this 25-year period of examining the literacy component of science literacy

  3. Engendering Critical Literacy through Science Fiction and Fantasy.

    ERIC Educational Resources Information Center

    Cox, Mitch

    1990-01-01

    Describes how a nine-week mini-course in science fiction and fantasy stimulated students to think critically and creatively and to make connections across disciplines. Notes that the mini-course was replaced by a required survey of the British classics, sacrificing critical literacy for cultural literacy. (RS)

  4. Improving Middle School Students' Science Literacy through Reading Infusion

    ERIC Educational Resources Information Center

    Fang, Zhihui; Wei, Youhua

    2010-01-01

    Despite recent calls for border crossing between reading and science, few studies have examined the impact of reading infusion in the science curriculum on students' science literacy. In this quasi-experimental study, the authors investigated the effects of an inquiry-based science curriculum that integrated explicit reading strategy instruction…

  5. The Use of Popular Science Articles in Teaching Scientific Literacy

    ERIC Educational Resources Information Center

    Parkinson, Jean; Adendorff, Ralph

    2004-01-01

    This article considers the use of popular science articles in teaching scientific literacy. Comparing the discourse features of popular science with research article and textbook science--the last two being target forms for students--it argues that popular science articles cannot serve as models for scientific writing. It does, however, suggest…

  6. Representing student achievements in science

    NASA Astrophysics Data System (ADS)

    Fusco, Dana; Calabrese Barton, Angela

    2001-03-01

    In what follows, we develop a conceptual argument for expanding current visions of performance assessment to include the following three ideals: that performance/assessment addresses the value-laden decisions about what and whose science is learned and assessed and include multiple worldviews, that performance/assessment in science simultaneously emerges in response to local needs, and that the performance/assessment is a method as well as an ongoing search for method. To make this argument, we draw together ideas raised by critical, feminist and multicultural science educators to describe an inclusive science education, one we refer to as critical science education, to raise questions about the nature and purpose of performance assessment in science education. We are particularly interested in how the science of assessment is challenged and transformed within a critical science education perspective and the conditions needed to create an equitable and inclusive practice of science and science assessment across diversity. We present a case study from a youth-led community science project in the inner city to help contextualize our argument.

  7. Modern Elementary Science Curricula and Student Achievement.

    ERIC Educational Resources Information Center

    Smith, Ben Afton

    Comparisons of the growth in science achievement of 2,000 elementary science students in six elementary science programs used in Southwestern Michigan were made. Relationships between students' ranking in class, the type of school, sex and growth in achievement were sought, as well as relationships among teacher variables (pre-service science…

  8. Science IDEAS: A Research-Based K-5 Interdisciplinary Instructional Model Linking Science and Literacy

    ERIC Educational Resources Information Center

    Romance, Nancy R.; Vitale, Michael R.

    2012-01-01

    Science IDEAS is an evidence-based model that reflects interdisciplinary research findings that support the integration of literacy (e.g., reading comprehension) within science instruction in grades K-5. Presented is a framework for planning integrated science and literacy instruction in which six elements (hands-on investigations, reading,…

  9. An Examination of the Science Literacy of Scientists and Science Educators.

    ERIC Educational Resources Information Center

    Showers, Dennis

    This study develops a model for identifying and quantifying science literacy for the purpose of guiding science education policy and ultimately, resource allocation. The model is tested by attempting to distinguish groups who possess science literacy so as to identify their background and experiences that result in literate behavior. A survey of…

  10. Relationship between Pre-School Preservice Teachers' Environmental Literacy and Science and Technology Literacy Self Efficacy Beliefs

    ERIC Educational Resources Information Center

    Surmeli, Hikmet

    2013-01-01

    This study examined the relationship between preschool teachers' environmental literacy and their science and technology self efficacy beliefs. 120 preschool teachers from teacher education programme at one university participated in this study. Data were collected by using Environmental Literacy Scale and Science and Technology Literacy Self…

  11. Achieving Adult Literacy in Florida. 1990 Status Report.

    ERIC Educational Resources Information Center

    Gardner, Daniel L., Ed.; And Others

    The Florida Model Literacy Program Act of 1987, known as the Florida Adult Literacy Act, committed the state to an organized, systematic, and coordinated attack on adult illiteracy at the state and local levels. The Florida Adult Literacy Plan was developed to implement the provisions of the act and provide a basis for state and local planning…

  12. Science Engagement and Science Achievement: Longitudinal Models Using NELS Data

    ERIC Educational Resources Information Center

    Chang, Mido; Singh, Kusum; Mo, Yun

    2007-01-01

    The study explored the relationship of self-concept and locus of control to science engagement and science achievement. Furthermore, the relationship of self variables with science engagement and science achievement was studied across ethnicity, gender, and socioeconomic status (SES). The data were accessed from the 3 waves of the National…

  13. Read, retrieve, connect and use: An intervention strategy for science and scientific literacy

    NASA Astrophysics Data System (ADS)

    Monahan, Kerryane T.

    American students underachieve on local, state, national, and international assessments of science. Student performance on standardized assessments has driven numerous educational reforms including No Child Left Behind and Race to the Top with a resulting increased focus on student achievement. Local districts and schools struggle with how to improve student achievement in order to meet the requirements of state and federal legislation. International and national government officials extoll the value of science in driving the economic prosperity of a nation adding increased pressure to improve science scores in the United States. Moreover, to be effective decision-makers personally and within a democracy, citizens must be scientifically literate. Read, Retrieve, Connect and Use (RRCU) is an instructional strategy that combined state biology content standards, with the new Common Core Standards for Literacy in Science through evidenced-based literacy strategies recommended by the National Reading Panel. This study aimed to assess the efficacy of an intervention, RRCU to improve science content knowledge and literacy skills in Biology and Language Arts. The findings identified reading skill, as measured by FCAT Reading as predictive of Biology test scores indicating a close relationship between reading comprehension and the ability to learn and be assessed on science content knowledge. The data did not indicate RRCU was an effective means of improving student science content knowledge or literacy skills. However, teachers responded positively to the strategy as a means to reinforce content knowledge and support literacy skills. Future recommendations include improving the study design and expanding the use of the strategy to middle school to build a foundation of effective literacy skills students can use to cope with the depth and complexity of science content at the high school level.

  14. Uniting Science and Literacy: A WIn for All (Invited)

    NASA Astrophysics Data System (ADS)

    Cobabe-Ammann, E. A.

    2009-12-01

    Science is all about inquiry in our natural world. Yet all of the observational skills at our fingertips are useless if we don’t have the ability to communicate it effectively to our friends, family, and classmates. The development of language skills is critical for students to be able to codify their ideas, integrate observations from the outside, and synthesize both to create the next step in their educational journey. The connections between science and literacy in the classroom have received increasing attention over the last two decades, as more and more evidence demonstrates that science offers an important opportunity to excite and engage students in the area of literacy improvement. When students are actively participating in science activities, including making observations, formulating hypotheses, and explicating their findings, they are also learning to utilize language to express then ideas. In addition, combining literacy with science allows students to increase their ability to explore their world or universe by taking vicarious journeys to the bottom of the ocean or the edge of our solar system. Combining science and literacy helps both, improving both reading and science scores, as well as increasing students’ interest in science. This talk explores the importance of connecting science and literacy as a pathway to allowing students to excel at both.

  15. Response to Marie Paz Morales' ``Influence of culture and language sensitive physics on science attitude achievement''

    NASA Astrophysics Data System (ADS)

    Cole, Mikel Walker

    2015-12-01

    This response to Marie Paz Morales' "Influence of culture and language sensitive physics on science attitude achievement" explores the ideas of culturally responsive pedagogy and critical literacy to examine some implications for culturally responsive science instruction implicit in the original manuscript.

  16. Response to Marie Paz Morales' "Influence of Culture and Language Sensitive Physics on Science Attitude Achievement"

    ERIC Educational Resources Information Center

    Cole, Mikel Walker

    2015-01-01

    This response to Marie Paz Morales' "Influence of culture and language sensitive physics on science attitude achievement" explores the ideas of culturally responsive pedagogy and critical literacy to examine some implications for culturally responsive science instruction implicit in the original manuscript. [For "Influence of…

  17. Science achievements by Kaguya mission

    NASA Astrophysics Data System (ADS)

    Kato, Manabu; Sasaki, Susumu; Takizawa, Yoshisada

    Japanese lunar orbiter SELENE (Kaguya) has been successfully launched from Tanagashima Space Center TNSC on September 14, 2007. The Kaguya mission has started in 1999 JFY as a joint mission of ISAS and NASDA, which have been merged into a space agency JAXA in October 1, 2003. The SELENE project is certainly identified as a JAXA's science mission. On October 4 the Kaguya has been inserted into a highly elliptical orbit circulating the Moon after passing the phasing orbit rounding the Earth. After lowering the apolune altitudes the Kaguya has reached the nominal observation orbit with 100 km circular and polar on October 18. On the way to nominal orbit two subsatellites Okina(Rstar) and Ouna(Vstar) have been released into the elliptical orbits of 100 km perilune, and 2400 km and 800 km apolune, respectively. After the checkout of bus system the extension of four sounder antennas with 15 m length and the 12 m mast for magnetometer, and deployment of plasma imager were successfully carried out to start checkout of science instruments. Each instrument has received performance test in the checkout term for about 1.5 months. Most instruments show health and excellent performance. Nominal observation term for ten months has been started on December 18, 2007. Science observation and data acquisition are proceeding well to get new sights and knowledge in Science of the Moon, Science on the Moon, and Science from the Moon.

  18. Fostering Scientific Literacy and Critical Thinking in Elementary Science Education

    ERIC Educational Resources Information Center

    Vieira, Rui Marques; Tenreiro-Vieira, Celina

    2016-01-01

    Scientific literacy (SL) and critical thinking (CT) are key components of science education aiming to prepare students to think and to function as responsible citizens in a world increasingly affected by science and technology (S&T). Therefore, students should be given opportunities in their science classes to be engaged in learning…

  19. Using the Geoscience Literacy Frameworks and Educational Technologies to Promote Science Literacy in Non-science Major Undergraduates

    NASA Astrophysics Data System (ADS)

    Carley, S.; Tuddenham, P.; Bishop, K. O.

    2008-12-01

    In recent years several geoscience communities have been developing ocean, climate, atmosphere and earth science literacy frameworks as enhancements to the National Science Education Standards content standards. Like the older content standards these new geoscience literacy frameworks have focused on K-12 education although they are also intended for informal education and general public audiences. These geoscience literacy frameworks potentially provide a more integrated and less abstract approach to science literacy that may be more suitable for non-science major students that are not pursuing careers in science research or education. They provide a natural link to contemporary environmental issues - e.g., climate change, resource depletion, species and habitat loss, natural hazards, pollution, development of renewable energy, material recycling. The College of Exploration is an education research non-profit that has provided process and technical support for the development of most of these geoscience literacy frameworks. It has a unique perspective on their development. In the last ten years it has also gained considerable national and international expertise in facilitating web-based workshops that support in-depth conversations among educators and working scientists/researchers on important science topics. These workshops have been of enormous value to educators working in K-12, 4-year institutions and community colleges. How can these geoscience literacy frameworks promote more collaborative inquiry-based learning that enhances the appreciation of scientific thinking by non-majors? How can web- and mobile-based education technologies transform the undergraduate non-major survey course into a place where learners begin their passion for science literacy rather than end it? How do we assess science literacy in students and citizens?

  20. Exploring Turkish Upper Primary Level Science Textbooks' Coverage of Scientific Literacy Themes

    ERIC Educational Resources Information Center

    Çakici, Yilmaz

    2012-01-01

    Problem Statement: Since the 1970s, scientific literacy has been a major goal of national educational systems throughout the world, and thus reform movements in science education call for all students to be scientifically literate. Despite some good curricular changes and developments across the globe, much remains to be achieved. Given that…

  1. Assessing New Zealand High School Science: Considerations for Teachers' Assessment Literacy

    ERIC Educational Resources Information Center

    Edwards, Frances

    2013-01-01

    This paper considers the standards-based assessment system used for high school science in New Zealand and explores the required assessment literacy of teachers working within this system, using a simple focus-area model. In New Zealand, school qualifications are achieved through the assessment of student work against a set of achievement…

  2. Inquiry, Engagement, and Literacy in Science: A Retrospective, Cross-National Analysis Using PISA 2006

    ERIC Educational Resources Information Center

    McConney, Andrew; Oliver, Mary C.; Woods-McConney, Amanda; Schibeci, Renato; Maor, Dorit

    2014-01-01

    In this study, we examine patterns of students' literacy and engagement in science associated with different levels of "inquiry-oriented" learning reported by students in Australia, Canada, and New Zealand. To achieve this, we analyzed data from the Organisation for Economic Co-operation and Development's 2006 Programme for…

  3. Science Engagement and Literacy: A retrospective analysis for students in Canada and Australia

    NASA Astrophysics Data System (ADS)

    Woods-McConney, Amanda; Colette Oliver, Mary; McConney, Andrew; Schibeci, Renato; Maor, Dorit

    2014-07-01

    Given international concerns about students' pursuit (or more correctly, non-pursuit) of courses and careers in science, technology, engineering and mathematics, this study is about achieving a better understanding of factors related to high school students' engagement in science. The study builds on previous secondary analyses of Programme for International Student Assessment (PISA) datasets for New Zealand and Australia. For the current study, we compared patterns of science engagement and science literacy for male and female students in Canada and Australia. The study's secondary analysis revealed that for all PISA measures included under the conceptual umbrella of engagement in science (i.e. interest, enjoyment, valuing, self-efficacy, self-concept and motivation), 15-year-old students in Australia lagged their Canadian counterparts to varying, albeit modest, degrees. Our retrospective analysis further shows, however, that gender equity in science engagement and science literacy is evident in both Canadian and Australian contexts. Additionally, and consistent with our previous findings for indigenous and non-indigenous students in New Zealand and Australia, we found that for male and female students in both countries, the factor most strongly associated with variations in engagement in science was the extent to which students participate in science activities outside of school. In contrast, and again for both Canadian and Australian students, the factors most strongly associated with science literacy were students' socioeconomic backgrounds, and the amount of formal time spent doing science. The implications of these results for science educators and researchers are discussed.

  4. Outdoor Education and Science Achievement

    ERIC Educational Resources Information Center

    Rios, José M.; Brewer, Jessica

    2014-01-01

    Elementary students have limited opportunities to learn science in an outdoor setting at school. Some suggest this is partially due to a lack of teacher efficacy teaching in an outdoor setting. Yet the research literature indicates that outdoor learning experiences develop positive environmental attitudes and can positively affect science…

  5. Exploring the Relationship between Literacy Coaching and Student Reading Achievement in Grades K-1

    ERIC Educational Resources Information Center

    Elish-Piper, Laurie; L'Allier, Susan K.

    2010-01-01

    This study explored the relationship between literacy coaching and student reading achievement in grades K-1 in a school district that received a Reading First grant. The study analyzed how literacy coaches spent their time and explored the relationship between the amount and content of coaching and student reading achievement at the teacher level…

  6. Attitudes and Achievement of Bruneian Science Students.

    ERIC Educational Resources Information Center

    Dhindsa, Harkirat S.; Chung, Gilbert

    2003-01-01

    Evaluates attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. Results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. (Contains 46 references.)…

  7. Science Standards, Science Achievement, and Attitudes about Evolution

    ERIC Educational Resources Information Center

    Belin, Charlie M.; Kisida, Brian

    2015-01-01

    This article explores the relationships between (a) the quality of state science standards and student science achievement, (b) the public's belief in teaching evolution and the quality of state standards, and (c) the public's belief in teaching evolution and student science achievement. Using multiple measures, we find no evidence of a…

  8. Bridging the Gap? A Comparative, Retrospective Analysis of Science Literacy and Interest in Science for Indigenous and Non-Indigenous Australian Students

    NASA Astrophysics Data System (ADS)

    McConney, Andrew; Oliver, Mary; Woods-McConney, Amanda; Schibeci, Renato

    2011-09-01

    Previous research has shown that indigenous students in Australia do not enjoy equal educational outcomes with other Australians. This secondary analysis of PISA 2006 confirmed that this continues to be the case in science literacy for secondary students. However, the analysis also revealed that indigenous Australian students held interest in science equal to that of their non-indigenous peers, and that observed variations in science literacy performance were most strongly explained by variations in reading literacy. These findings hold important implications for teachers, teacher educators, policy-makers, and researchers. Firstly, acknowledging and publicly valuing indigenous Australian science knowledge through rethinking school science curriculum seems an important approach to engaging indigenous students and improving their literacy in science. Secondly, appropriate professional learning for practising teachers and the incorporation of indigenous knowing in science methods training in teacher preparation seems warranted. Additionally, we offer a number of questions for further reflection and research that would benefit our understanding of ways forward in closing the science literacy gap for indigenous students. Whilst this research remains firmly situated within the Australian educational context, we at the same time believe that the findings and implications offered here hold value for science education practitioners and researchers in other countries with similar populations striving to achieve science literacy for all.

  9. Earth Science Literacy: Big Ideas and Supporting Concepts

    NASA Astrophysics Data System (ADS)

    Ladue, N. D.; Wysession, M.; Budd, D. A.; Campbell, K.; Conklin, M.; Lewis, G.; Raynolds, R.; Ridky, R. W.; Ross, R. M.; Taber, J.; Tewksbury, B.; Tuddenham, P.

    2008-12-01

    The Earth Science Literacy Initiative seeks to create community consensus regarding what every person should know about earth science. This NSF-sponsored, inter-agency effort complements the Ocean, Climate, and Atmospheric Science Literacy Principles. The Earth Science Literacy draft document contains the Big Ideas and Supporting Concepts that underlie the research fields funded through the NSF-EAR division. The draft document is written for a high school graduate reading level. Community feedback on this draft is essential to the creation of a robust document that can effectively communicate current scientific understanding of the earth sciences. The draft document has eight Big Ideas which follow the themes of (1)Earth's history, (2) Earth's complex interacting systems, (3) the evolving geosphere, (4) water-related processes, (5) Earth's controls on the evolution of life, (6) Earth's resources, (7) natural hazards and human risks, and (8) human impacts on the Earth. Supporting concepts provide the related detail necessary to understand the Big Ideas. The Earth Science Literacy document has a decidedly anthropomorphic bias with three of the Big Ideas (resources, hazards and human impacts) relating directly to human interactions with the Earth. This human bias is justified by the increasing significance of Earth science-related topics such as increasing population, climate change, and scarcity of resources. Literacy documents from the ocean, atmosphere and climate communities have already had large impacts and the same is expected for the earth science literacy framework. The document will provide a foundation for future K-12 educational standards and K-16 textbooks, provide the basis for the displays and programs of informal education venues, and provide guidance for future governmental agency decisions in the earth sciences.

  10. Using Literacy Integration for Communicating Scientifically: Research Results on Teacher Efficacy and Student Achievement.

    ERIC Educational Resources Information Center

    Fortino, Carol; Gerretson, Helen; Button, Linda J.; Johnson, Sharon

    The professional development program Using Literacy Integration for Communicating Scientifically (ULINCS) is a joint program of the University of Northern Colorado and Adams Twelve Five Star School District. It had been noted that the increased emphasis on literacy skills was leading educators to place less emphasis on science. The ULINCS project…

  11. Shaping Literacy Achievement: Research We Have, Research We Need

    ERIC Educational Resources Information Center

    Pressley, Michael, Ed.; Billman, Alison K., Ed.; Perry, Kristen H., Ed.; Reffitt, Kelly E., Ed.; Reynolds, Julia Moorhead, Ed.

    2007-01-01

    In the era of No Child Left Behind, what literacy research is still needed? How should it be conducted? And what role does research play in determining the kinds of literacy experiences that actually take place in classrooms? This forward-thinking book brings together leading authorities to address these vital and hotly debated questions.…

  12. Literacy Attitudes, Habits and Achievements of Future Teachers

    ERIC Educational Resources Information Center

    Benevides, Tina; Stagg Peterson, Shelley

    2010-01-01

    Pre-service teachers' reading habits and their literacy abilities affect their views toward teaching reading and writing and how they implement literacy instruction. This study explored the relationship between the past and current reading habits of pre-service teachers in relation to their reading and writing abilities. Participating teacher…

  13. An investigation on the integration of science and literacy for English Language Learners

    NASA Astrophysics Data System (ADS)

    McDonnell, Ryan William

    The recent adoption of the Next Generation Science Standards and the Common Core State Standards call for changes to science education in the United States. The new standards emphasize an integrated approach to teaching science concepts and habits of mind through inquiry and literacy teaching practices. These habits of mind are necessary to meet the demands of college level science courses. However, data from international assessments of science achievement indicate that U.S. students underperform in science and the achievement of English Language Learners (ELLs) is significantly less than their native English speaking peers. This study aimed to identify current teacher perceptions and practices on the integration of science content and literacy in their curriculum in light of the new standards. Furthermore, a goal of this study was to identify promising practices for educating ELLs in secondary science classes. Qualitative methods were used for data collection. Three semi-structured interviews and three classroom observations were conducted with four secondary biology and/or anatomy-physiology teachers at two charter high schools located within a large urban city in southern California. Both school sites contained significant populations of ELL students. Constant comparative methods were used for data analysis. The findings for this study were that teachers viewed literacy as an important tool to teach scientific concepts. Teachers were able to integrate literacy through close reading and academic discussion. Furthermore, ELLs were supported through the instructional scaffolds in vocabulary instruction and peer-based learning activities. An additional finding was that inquiry was viewed as an important tool for teaching science; however the teachers enacted more literacy-based pedagogy over inquiry-based. This suggested that the focus on infusing more literacy into the curriculum has taken precedence over implementing inquiry-based instruction. An implication of

  14. Student Perceptions of Using Games to Address Science Literacy

    NASA Astrophysics Data System (ADS)

    Keller, Cara M.

    The purpose of this qualitative evaluative case study was to gain insight into how students perceived the efficacy of using games to address their science literacy concerns. Scientists in the United States are concerned with the lack of science literacy. The No Child Left Behind Act of 2001 requires proficiency in reading, mathematics, language arts, and science by the completion of the 2013--2014 school year. The high school participating in this study received substandard test scores on both the 2009 state graduation test and the science portion of the ACT test. The research question included understanding how students perceive the use of games in addressing their science literacy needs. The data from the student journals, field notes, and transcribed class discussions were analyzed using a 6 step method that included coding the data into main themes. The triangulated data were used to both gain insight into student perspective and inform game development. Constructivist theories formed the conceptual framework of the study. The findings of the study suggested that games may prove a valuable tool in science literacy attainment. The study indicated that games were perceived by the students to be effective tools in meeting their learning needs. Implications for positive social change included providing students, educators, and administrators with game resources that can be used to meet the science learning needs of struggling students, thereby improving science scores on high stakes tests.

  15. Science in the News: An Evaluation of Students' Scientific Literacy

    ERIC Educational Resources Information Center

    Murcia, Karen

    2009-01-01

    Understanding and evaluating reports of science in the media is frequently stated as an attribute of a scientifically literate person, with some researchers suggesting it should be fundamental to any study of scientific literacy. Constructive engagement with science news briefs requires individuals to understand the terms used, take a critical…

  16. Promoting Scientific Literacy by Using ICT in Science Teaching

    ERIC Educational Resources Information Center

    Al-Rsa'i, Mohammed Salameh

    2013-01-01

    This study aims to identify the way upon which ICT can be employed in science teaching to develop scientific literacy level. The study has conclude to design a triple learning model (PEA) based on ICT and constructive learning strategy in teaching science through a context which cares for building positive trends of searching for knowledge and…

  17. Science Literacy: A Discussion and an Information-Based Definition.

    ERIC Educational Resources Information Center

    Sapp, Gregg

    1992-01-01

    Reviews and describes the current crisis in science literacy and formulates an information-based definition of the term. Library issues and concerns are discussed, including the role of librarians in defining the information-seeking behavior of science-literate users, describing users' characteristics, and evaluating and applying appropriate…

  18. Thinking Aloud in the Science Classroom: Can a literacy strategy increase student learning in science?

    NASA Astrophysics Data System (ADS)

    Mockel, Lindsey Joan

    This research study investigated the effect of using the think aloud protocol while reading informational text on students' ability to learn from text in a secondary science classroom. The participants in this study were high school students (n=47) in three classes of a mixed-grade Integrated Biology, Chemistry, and Physics course. The study tracked student achievement during a four-week curriculum unit on the theory of evolution and evidence for biological evolution. All students received instruction on using the think aloud protocol, and all students practiced the think aloud protocol when reading short articles related to scientific evidence for evolution. The researcher measured student's ability to read and understand science text by comparing scores from a reading skills pre-assessment and post-assessment from each student. Student surveys were conducted to gather feedback on the effectiveness of the strategy in teaching students to use a literacy strategy while reading science text. Data were analyzed using descriptive statistics.

  19. Longitudinal Impacts of the Children's Literacy Initiative Professional Development, Coaching, and Model Classroom Intervention on Early Literacy Achievement

    ERIC Educational Resources Information Center

    Parkinson, Julia; Meakin, John; Salinger, Terry

    2015-01-01

    Student achievement in literacy has been a focal concern in the United States for many years. Improving teachers' knowledge and skill that leads to improved student achievement, particularly in the early grades, can place children on an improved trajectory that can have long-term impacts on life outcomes. Over the past decade, a large body of…

  20. Heuristic Literacy Development and Its Relation to Mathematical Achievements of Middle School Students

    ERIC Educational Resources Information Center

    Koichu, Boris; Berman, Abraham; Moore, Michael

    2007-01-01

    The relationships between heuristic literacy development and mathematical achievements of middle school students were explored during a 5-month classroom experiment in two 8th grade classes (N = 37). By heuristic literacy we refer to an individual's capacity to use heuristic vocabulary in problem-solving discourse and to approach scholastic…

  1. Elementary School Principals' Knowledge of Literacy Development and Instruction and Students' Reading Achievement

    ERIC Educational Resources Information Center

    Sherrill, Carol A.

    2009-01-01

    The purpose of this dissertation was to determine if the knowledge of literacy development and reading instruction practices an elementary school principal possesses impacts the level of reading achievement of his/her students. Principals' scores on an assessment of knowledge of literacy development and instruction were compared to students'…

  2. The Relationship between Bible Literacy and Academic Achievement and School Behavior

    ERIC Educational Resources Information Center

    Jeynes, William H.

    2009-01-01

    This study assessed the relationship between Bible literacy among secondary school students and their academic achievement and school behavior. One hundred and forty students in the 7th to 12th grade were randomly selected from a Christian school. Four measures of Bible knowledge were combined to obtain an overall measure of Bible literacy. They…

  3. The Effectiveness of an Early-Grade Literacy Intervention on the Cognitive Achievement of Brazilian Students

    ERIC Educational Resources Information Center

    Costa, Leandro Oliveira; Carnoy, Martin

    2015-01-01

    Beginning in 2007, the Literacy Program at the Right Age (Pacto pela Alfabetização na Idade Certa [PAIC]) in Brazil's Ceará state required municipal schools to implement a tiered, whole-school early-grade literacy intervention. This intervention was complemented by other policies to help municipalities improve student achievement. The present…

  4. Not Just a "Boy Problem": An Exploration of the Complexities Surrounding Literacy Under-Achievement

    ERIC Educational Resources Information Center

    Watson, Anne

    2011-01-01

    This paper examines literacy under-achievement and the limitations of gender-based literacy reforms grounded in essentialist notions of masculinity. It draws on qualitative case-study research conducted in one Ontario secondary school in a working-class community. It focuses on two grade 9 students and their teacher who participated in a larger…

  5. Impact of Attending Jump Start Literacy Camp on Reading Achievement among Third and Fourth Grade Students

    ERIC Educational Resources Information Center

    Padgett, Carrie B.

    2010-01-01

    The Jump Start Literacy Camp was developed as a means to combat summer learning loss. The camp utilized high-energy activities to target phonemic awareness, phonics, vocabulary, fluency, and comprehension. This study examined the effects of the Jump Start Literacy Camp on reading achievement for rising third and fourth grade students in an urban…

  6. Attitudes and achievement of Bruneian science students

    NASA Astrophysics Data System (ADS)

    Dhindsa, Harkirat S.; Chung, Gilbert

    2003-08-01

    The aim of this study was to evaluate attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. The results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. These differences were at moderate level. In single-sex schools, the girls achieved moderately better in science than the boys despite their attitudes were only marginally better than the boys. However, there were no gender differences in attitudes towards and achievement in science of students in coeducational schools. The attitudes towards and achievement in science of girls in single-sex schools were moderately better than those of girls in coeducational schools. Whereas the attitudes towards and achievement in science of boys in single-sex schools were only marginally better than the boys in coeducational schools. However, further research to investigate (a) if these differences are repeated at other levels as well as in other subjects, and (b) the extent to which school type contributed towards these differences is recommended.

  7. Connecting Science and Literacy in the Classroom: Using Space and Earth Science to Support Language Arts

    NASA Astrophysics Data System (ADS)

    Wessen, A. S.; Cobabe-Ammann, E. A.

    2009-12-01

    The connections between science and literacy in the classroom have received increasing attention over the last two decades, as more and more evidence demonstrates that science provides an exciting vehicle in which to engage students on the path to literacy improvement. Combining literacy with science allows students to creatively explore the world or universe, and it. Combining science and literacy improves both reading and science scores, and increases students’ interest in science. At a time when over 40% of students beyond the 5th grade are reading two or more levels below grade level and are struggling with their current materials, finding ways to excite and engage them in the reading process is key. Literacy programs incorporating unique space science content can help prepare children for standardized language arts tests. It also engages our nation’s youngest learners and their teachers with the science, math, and technology of exploration in a language arts format. This session focuses on programs and products that bring the excitement of earth and space science into the literacy classroom, with a focus on research-based approached to combining science and language arts. Reading, Writing and Rings! Grades 1-2

  8. Science Achievement for All: Improving Science Performance and Closing Achievement Gaps

    NASA Astrophysics Data System (ADS)

    Jackson, Julie K.; Ash, Gwynne

    2012-11-01

    This article addresses the serious and growing need to improve science instruction and science achievement for all students. We will describe the results of a 3-year study that transformed science instruction and student achievement at two high-poverty ethnically diverse public elementary schools in Texas. The school-wide intervention included purposeful planning, inquiry science instruction, and contextually rich academic science vocabulary development. In combination, these instructional practices rapidly improved student-science learning outcomes and narrowed achievement gaps across diverse student populations.

  9. Science Achievement for All: Improving Science Performance and Closing Achievement Gaps

    ERIC Educational Resources Information Center

    Jackson, Julie K.; Ash, Gwynne

    2012-01-01

    This article addresses the serious and growing need to improve science instruction and science achievement for all students. We will describe the results of a 3-year study that transformed science instruction and student achievement at two high-poverty ethnically diverse public elementary schools in Texas. The school-wide intervention included…

  10. The Challenges of Scientific Literacy: From the viewpoint of second-generation cognitive science

    NASA Astrophysics Data System (ADS)

    Klein, Perry D.

    2006-02-01

    Recent trends in cognitive science have not made scientific literacy easier to attain, but they have made the practices through which educators meet its challenges more interpretable. Traditionally, cognitive scientists viewed knowledge as a set of propositions comprised of classical concepts, thought as logical inference and language as a literal representation of the world. They attributed the same denotative characteristics to cognition as to science text. In contrast, many contemporary cognitive scientists view knowledge as comprised of fuzzy and contextual concepts, thought as perceptually rather than formally grounded, and language as largely metaphorical and narrative. In this view the expressive characteristics of cognitive representations differ from the relatively denotative characteristics of science texts. Science literacy education bridges this difference through practices that help students: build classical concepts on a fuzzy cognitive architecture, achieve formally valid reasoning using perceptually driven operations, and construct written explanations and arguments using speech-like and narrative language.

  11. A Case Study Investigating Secondary Science Teachers' Perceptions of Science Literacy Instruction

    NASA Astrophysics Data System (ADS)

    Blackmon, Phyllis Ann

    This project study addressed the lack of inclusion of discipline literacy pedagogy in secondary classrooms in a rural school district in eastern North Carolina. Discipline literacy practices are recommended in the Common Core Standards for History/Social Studies, Science, and Technical Subjects. The district had implemented content area reading strategies across content areas, yet no significant progress in secondary students' reading abilities had been demonstrated in statewide or national assessments. The conceptual framework that drove this study was disciplinary literacy, founded by the literacy research of Shanahan, Shanahan, and Zygouris-Coe. Within a qualitative case study method, this investigation of 8 secondary science teachers' experiences teaching literacy during content instruction focused on practices of embedding science-specific reading strategies into lessons and factors that influence teachers' decisions to participate in professional development to advance their learning of discipline-specific literacy methods. Data were collected and triangulated using a focus group and 8 individual interviews. Data from both methods were analyzed into codes and categories that developed into emergent themes. Findings from the focus group and individual interviews revealed that the science teachers possessed limited knowledge of science-specific reading strategies; used random, general literacy practices; and had completed inadequate professional development on science-related topics. Positive change may occur if district leaders support teachers in expanding their knowledge and application of discipline literacy strategies through participation in discipline literacy-focused professional development. The study may provide educators and researchers a deeper understanding of disciplinary literacy and increase research on the topic.

  12. Parent, Teacher, and Child Participation in a Collaborative Family Literacy Program: The Effects on Attitude, Motivation, and Literacy Achievement. Reading Research Report No. 64.

    ERIC Educational Resources Information Center

    Morrow, Lesley Mandel; Young, John

    A family literacy program was designed to bridge home and school literacy contexts by involving parents and children in developmentally appropriate and culturally sensitive literacy activities. The program's purpose was to enhance children's achievement and interest in reading and writing. The family program was a mirror image of a…

  13. Science learning and literacy performance of typically developing, at-risk, and disabled, non-English language background students

    NASA Astrophysics Data System (ADS)

    Larrinaga McGee, Patria Maria

    Current education reform calls for excellence, access, and equity in all areas of instruction, including science and literacy. Historically, persons of diverse backgrounds or with disabilities have been underrepresented in science. Gaps are evident between the science and literacy achievement of diverse students and their mainstream peers. The purpose of this study was to document, describe, and examine patterns of development and change in the science learning and literacy performance of Hispanic students. The two major questions of this study were: (1) How is science content knowledge, as evident in oral and written formats, manifested in the performance of typically developing, at-risk, and disabled non-English language background (NELB) students? and (2) What are the patterns of literacy performance in science, and as evident in oral and written formats, among typically developing, at-risk, and disabled NELB students? This case study was part of a larger research project, the Promise Project, undertaken at the University of Miami, Coral Gables, Florida, under the sponsorship of the National Science Foundation. The study involved 24 fourth-grade students in seven classrooms located in Promise Project schools where teachers were provided with training and materials for instruction on two units of science content: Matter and Weather. Four students were selected from among the fourth-graders for a closer analysis of their performance. Qualitative and quantitative data analysis methods were used to document, describe, and examine specific events or phenomena in the processes of science learning and literacy development. Important findings were related to (a) gains in science learning and literacy development, (b) students' science learning and literacy development needs, and (c) general and idiosyncratic attitudes toward science and literacy. Five patterns of science "explanations" identified indicated a developmental cognitive/linguistic trajectory in science

  14. A Meta-Analysis of Morphological Interventions: Effects on Literacy Achievement of Children with Literacy Difficulties

    ERIC Educational Resources Information Center

    Goodwin, Amanda P.; Ahn, Soyeon

    2010-01-01

    This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies, investigating the effect of morphological interventions on literacy outcomes for students with literacy difficulties. Average total sample size ranged from 15 to 261 from a wide range of grade levels. Overall,…

  15. The Effect of Thinking Maps on Fifth Grade Science Achievement

    NASA Astrophysics Data System (ADS)

    Hudson, Darlene

    Informational texts, such as those found in science education, have historically been reserved for secondary students. With the increased emphasis on elementary students' academic accountability, these high impact instructional strategies must also be utilized to support subject matter comprehension for younger students. This causal-comparative study, grounded in cognitive learning theory, sought to discover if 2 years of implementation and use of Thinking Maps, a visual tool program, had an effect on student achievement in elementary science as measured by Georgia's statewide assessment known as the Criterion-Referenced Competency Test (CRCT). Achievement data of 2 groups that received Thinking Maps instruction for 2 years was compared to 1 group that did not. An analysis of covariance was used to analyze the assessment data. The findings suggest that the students who did not use Thinking Maps performed significantly better than those who did use Thinking Maps, even though both groups showed positive mean score gains from 2010 to 2012 on the science portion of the CRCT. Limitations of the study, such as the lack of randomization and manipulation of the independent variable, suggest that further research is needed to fairly evaluate the program and its effectiveness. Also, the instructional setting and amount of time used for science instruction in the elementary classroom warrants additional investigation. Findings related to the implementation and use of graphic tools such as Thinking Maps will help school systems choose professional learning opportunities and effective instructional strategies to develop content literacy.

  16. Teachers Fostering the Co-Development of Science Literacy and Language Literacy with English Language Learners

    ERIC Educational Resources Information Center

    Carrejo, David J.; Reinhartz, Judy

    2014-01-01

    Thirty-five elementary teachers participated in a yearlong professional development (PD) program that was designed to foster a culture of on-going teacher learning to promote the co-development of science and language literacy for English language learners (ELL). An explanatory design methodology was used to determine the degree to which science…

  17. Parents' Attitudes Towards Science and their Children's Science Achievement

    NASA Astrophysics Data System (ADS)

    Perera, Liyanage Devangi H.

    2014-12-01

    Although countries worldwide are emphasizing the importance of science education for technological development and global economic competition, comparative findings from standardized international student assessments reveal a huge gap in science scores between developed and developing countries. Certain developed economies too have made little progress in raising science achievement over the past decade. Despite school improvement being placed high on the policy agenda, the results of such actions have been poor. Therefore, there is a need to explore additional ways in which science achievement can be enhanced. This study focuses on the family and examines whether parents' attitudes towards science (how much they value science and the importance they place on it) can influence their children's science achievement. Individual- and school-level data are obtained from the Program for International Student Assessment 2006 survey for 15 Organisation for Economic Co-operation and Development (OECD) and non-OECD countries. Hierarchical linear modelling is employed to estimate the equations. The findings indicate that parents' attitudes towards science have a positive and statistically significant effect on science achievement, after controlling for other important student- and school-level variables. Moreover, students from poor backgrounds appear to benefit from more positive parental science attitudes as much as students from high socioeconomic status, such that equality of student achievement is not affected. This study recommends that schools and teachers encourage parents to play a more pro-active role in their children's science education, as well as educate parents about the importance of science and strategies that can be adopted to support their children's science learning.

  18. Computer Literacy Among Students of Zahedan University of Medical Sciences

    PubMed Central

    Robabi, Hassan; Arbabisarjou, Azizollah

    2015-01-01

    Introduction: The need for medical students to be computer literate is vital. With the rapid integration of information technology (IT) in the health care field, equipping students of medical universities withcomputer competencies to effectively use are needed. The purpose of this study was to assess computer literacy (CL) needs of medical sciences students. Methods: This is descriptive-analytic. The population of the study comprised all students at Zahedan University of Medical Sciences. 385 students from allschools (Medicine, dentistry, paramedics, health, rehabilitation, nursing and midwifery) were selected through randomized- classified sampling. For data collecting, the Lin Tung- Cheng questionnaire was used which it contained 24 items in six sections. The obtained data analyzed by SPSS 15. Results: The results showed that the 77.1% had personal computer. The total mean of students’ computer literacy around six domains was 141.9±49.5 out of 240. The most familiarity with computers was the ability to it in internet (29.0±11.4) and the lowest was familiarity and using ability of hard ware (17.5±10.6). There was a significant relationship between passing the Computer lesson (P=0.001), passing Computer course (P=0.05) and having personal computer (P=0.001) with the mean of computer literacy. Discussion: In sum, the medical sciences students’ familiarity with computer literacy was not satisfactory and they had not appropriate familiarity with computer literacy skills. The researchers suggest the officials and in-charges to plan educational program for improving computer literacy skills in medical sciences students. PMID:25946919

  19. Family science: An ethnographic case study of the ordinary science and literacy experiences of one family

    NASA Astrophysics Data System (ADS)

    McCarty, Glenda M.

    Despite the copious research available on science learning, little is known about ways in which the public engages in free-choice science learning and even fewer studies have focused on how families engage in science to learn about the world around them. The same was true about studies of literacy development in the home until the 1980s when researchers (e.g. Bissex, 1980; Heath, 1983; Taylor, 1983) began documenting the literacy happenings and practices of young children in natural settings. Findings from intensive emergent literacy research studies have challenged traditional approaches to the teaching and learning of literacy, especially drawing attention to the active role children take in their own learning. Drawing upon those early literacy studies, this research project uses ethnographic case study methods along with a naturalistic inquiry approach, to document the daily explorations of one science-oriented family. Over a three year span, I have followed my own family, in our natural setting, through our day-to-day experiences with science and literacy as we seek to mediate and understand the world around us. In doing so, I have explored the ways we have shared knowledge and constructed learning through science books and read alouds, self-initiated inquiry learning, and communication. Throughout the three year research period, I have collected data and documented my own young children's understanding of the nature of science by observing their engagement with world around them.

  20. Unpacking the Relationship between Science Education and Applied Scientific Literacy

    ERIC Educational Resources Information Center

    Crowell, Amanda; Schunn, Christian

    2016-01-01

    Scientific literacy has many meanings: it can be thought of as foundational knowledge, foundational critical thinking skills, or the application of these two foundations to everyday decision making. Here, we examine the far transfer scenario: do increases in science education lead to everyday decision-making becoming more consistent with consensus…

  1. Assessment at the Intersection of Science and Literacy

    ERIC Educational Resources Information Center

    Pearson, P. David; Knight, Amanda M.; Cannady, Matthew A.; Henderson, J. Bryan; McNeill, Katherine L.

    2015-01-01

    The authors of this article, all of whom have been a part of this effort to assess argumentation in literacy-rich science curriculum, have struggled with our attempts to build 3 argument-related assessments--understanding, critiquing, and constructing arguments about scientific phenomena in both oral and written modes. Loosely affiliated with the…

  2. Chemical Literacy Levels of Science and Mathematics Teacher Candidates

    ERIC Educational Resources Information Center

    Celik, Suat

    2014-01-01

    The goal of this study was to investigate Turkish science and mathematics teacher candidates' levels of attainment in chemical literacy. These candidates had all studied the new Turkish chemistry curriculum in high school. The sample of the study consisted of 112 students, who were first-year students in the Department of Secondary Science…

  3. Science for Health Literacy: It's Never Been so Important

    ERIC Educational Resources Information Center

    Grace, Marcus; Woods-Townsend, Kathryn; Griffiths, Janice; Christodoulou, Andri; Byrne, Jenny; Bay, Jacquie; Godfrey, Keith; Inskip, Hazel; Hanson, Mark

    2013-01-01

    This article outlines a project called "LifeLab," developed by researchers at the Education School, Faculty of Medicine and the NIHR Biomedical Research Centre at the University of Southampton (UK), to promote a science-oriented approach to health literacy among teenagers. The main purposes of "LifeLab" are: (1) to improve…

  4. Utilizing Multi-Modal Literacies in Middle Grades Science

    ERIC Educational Resources Information Center

    Saurino, Dan; Ogletree, Tamra; Saurino, Penelope

    2010-01-01

    The nature of literacy is changing. Increased student use of computer-mediated, digital, and visual communication spans our understanding of adolescent multi-modal capabilities that reach beyond the traditional conventions of linear speech and written text in the science curriculum. Advancing technology opens doors to learning that involve…

  5. Public understanding of science is not scientific literacy

    SciTech Connect

    McGowan, A.

    1995-12-31

    The author notes that public understanding of science has, in many quarters, been taken over by the wrong notion of scientific literacy. The need for the scientific community to develop the language that speaks to the public in general is explored. Methodologies to improve communication to the general public and increase their understanding with clearly developed metaphors are examined.

  6. Attitudes toward nuclear energy: One potential path for achieving scientific literacy

    NASA Astrophysics Data System (ADS)

    Dulski, Richard E.; Dulski, Rosalie E.; Raven, Ronald J.

    The widespread problem of the scientific literacy of the general public has been previously acknowledged. However, an uninformed populace can jeapordize the future direction of major science-related public policy issues, such as nuclear energy, by basing their support on generally emotional or nonfactual grounds. As part of a larger study aimed at concurrently identifying the attitudes of secondary school students toward several science-related topical areas (i.e., nuclear energy, environmental issues, energy concepts, science concepts, space exploration, and metrication), a nine-item Nuclear Attitude Instrument (NA!) was developed. This scale was subsequently validated and administered to a sample of grade 9 and 10 students (N = 172) of average achievement and ability, at a predominantly middle-class suburban high school in New York State. Yielding a coefficient alpha of O.87 and a corrected itemtotal correlation mean of O.61, the NAI responses displayed statistically significant topical area correlations (p < 0.01) with environmental issues (inverse), energy concepts (inverse) and space exploration (direct). Presented in the format of a factor analytic path model, nuclear energy Was also found to be incorporated in a distal rather than a proximal attitudinal structure among the respondents. These relationships bear educators' consideration during both course content material selection and curriculum design, for the purpose of positively enhancing students' attitudinal development toward science-related topical areas.

  7. Content Area Literacy: Individualizing Student Instruction in Second-Grade Science

    ERIC Educational Resources Information Center

    Connor, Carol McDonald; Kaya, Sibel; Luck, Melissa; Toste, Jessica R.; Canto, Angela; Rice, Diana; Tani, Novell; Underwood, Phyllis S.

    2010-01-01

    This study describes a second-grade science curriculum designed to individualize student instruction (ISI-Science) so that students, regardless of initial science and literacy skills, gain science knowledge and reading skills. ISI-Science relies on the 5-E Learning Cycle as a framework and incorporates flexible, homogeneous, literacy skills-based…

  8. Qualifications for Literacy Coaches: Achieving the Gold Standard

    ERIC Educational Resources Information Center

    Frost, Sharon; Bean, Rita

    2006-01-01

    The call for highly qualified teachers that can improve student literacy performance has led to increased attention to job-embedded approaches to professional learning. Such approaches call for intensive, on-going efforts that include coaching and feedback (National Staff Development Council, 2001; American Educational Research Association, 2005)…

  9. Achieving the Best: Gender and the Literacy Hour.

    ERIC Educational Resources Information Center

    Fisher, Helen

    2001-01-01

    A study involving 30 British elementary children investigated the relationship between reading and gender and attitudes towards the literacy hour. Findings indicate boys wanted shorter time spans of learning activities, preferred independent work, and liked computer work. Both sexes liked working in small groups and disliked sharing their work…

  10. Achieving Digital Literacy through Game Development: An Authentic Learning Experience

    ERIC Educational Resources Information Center

    Frydenberg, Mark

    2015-01-01

    Purpose: This paper aims to argue that the process of making an original game develops digital literacy skills and provides an authentic learning experience as students create, publish and deploy interactive games. Teaching students to create computer games has become common in both K-12 and tertiary education to introducing programming concepts,…

  11. Hybridization, Resistance, and Compliance: Negotiating Policies to Support Literacy Achievement

    ERIC Educational Resources Information Center

    Kersten, Jodene

    2006-01-01

    This article discusses a veteran teacher's literacy pedagogy in response to policies at the district, state, and national level. The yearlong ethnographic case study analyzed the teacher's resistance, compliance, and innovative hybridization of both "official" and "unofficial" curriculum. The author collected data through weekly co-planning…

  12. Literacy events during science instruction in a fifth-grade classroom: Listening to teacher and student voices

    NASA Astrophysics Data System (ADS)

    Deal, Debby

    Concern with science literacy and how to achieve it has a long history in our education system. The goals and definitions established by the National Science Education Standards (1996) suggest that if we are to successfully prepare students for the information age, science education must blend the natural and social sciences. However, research indicates that connections between hands-on science and literacy, as a tool for processing information, do not regularly occur during school science instruction. This case study explored the use of literacy by a second year teacher in a fifth grade class during consecutive science units on chemistry and liquids. The research questions focused on how and why the teacher and students used literacy during science and how and why the teacher and selected focus students believed literacy influenced their learning in science. Data was collected through classroom observations and multiple interviews with the teacher and selected focus students. Interview data was analyzed and coded using an iterative process. Field notes and student artifacts were used to triangulate the data. The study found that the teacher and students used reading and writing to record and acquire content knowledge, learn to be organized, and to facilitate assessment. Although the teacher had learned content literacy strategies in her pre-service program, she did not implement them in the classroom and her practice seemed to reflect her limited science content knowledge and understanding of the nature of science. The focus students believed that recording and studying notes, reading books, drawing, and reading study guides helped them learn science. The findings suggest the following implications: (1) More data is needed on the relationship between teaching approach, science content knowledge, and beliefs about science. (2) Elementary student voices make a valuable contribution to our understanding of science learning. (3) Pre-service candidates should have

  13. Turkish Pre-Service Elementary Science Teachers' Scientific Literacy Level and Attitudes toward Science

    ERIC Educational Resources Information Center

    Cavas, Pinar Huyuguzel; Ozdem, Yasemin; Cavas, Bulent; Cakiroglu, Jale; Ertepinar, Hamide

    2013-01-01

    In order to educate elementary students scientifically literate as expected in the science curricula in many countries around the world, science teachers need to be equipped with the diverse aspects of scientific literacy. This study investigates whether pre-service elementary science teachers at universities in Turkey have a satisfactory level of…

  14. Critical Science Literacy: What Citizens and Journalists Need to Know to Make Sense of Science

    ERIC Educational Resources Information Center

    Priest, Susanna

    2013-01-01

    Increasing public knowledge of science is a widely recognized goal, but what that knowledge might consist of is rarely unpacked. Existing measures of science literacy tend to focus on textbook knowledge of science. Yet constructing a meaningful list of facts, even facts in application, is not only difficult but less than satisfying as an indicator…

  15. Linking Proportionality across the Science and Mathematics Curricula through Science Literacy Maps

    ERIC Educational Resources Information Center

    Richardson, Kerri; Matthews, Catherine; Thompson, Catherine

    2008-01-01

    Proportionality should be a central focus of the middle-grades science and mathematics curricula and concepts such as density can be introduced and taught in both disciplines, highlighting for students the connections between science and mathematics. This month's column describes how teachers can utilize the "The Atlas of Science Literacy" and…

  16. High School Marine Science and Scientific Literacy: The Promise of an Integrated Science Course

    ERIC Educational Resources Information Center

    Lambert, Julie

    2006-01-01

    This descriptive study provides a comparison of existing high school marine science curricula and instructional practices used by nine teachers across seven schools districts in Florida and their students' level of scientific literacy, as defined by the national science standards and benchmarks. To measure understandings of science concepts and…

  17. Family Science: An Ethnographic Case Study of the Ordinary Science and Literacy Experiences of One Family

    ERIC Educational Resources Information Center

    McCarty, Glenda M.

    2012-01-01

    Despite the copious research available on science learning, little is known about ways in which the public engages in free-choice science learning and even fewer studies have focused on how families engage in science to learn about the world around them. The same was true about studies of literacy development in the home until the 1980s when…

  18. Transforming Information Literacy in the Sciences through the Lens of e-Science

    ERIC Educational Resources Information Center

    Berman, Elizabeth

    2013-01-01

    In 2011, the ACRL Science & Technology Section (STS) completed its five-year review of the "Information Literacy Standards for Science and Engineering/Technology." Predicated by the evolving nature of scholarship and research in the sciences, the reviewing task force strongly recommended that the standards be revised. This paper…

  19. Teacher Involvement To Evaluate Science Achievement.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    Teacher-developed tests can be more valid and reliable than standardized tests or state-mandated tests in evaluating student achievement in science. Many teachers, however, are not acquainted with the standards to use in test writing. The National Research Council has released "Classroom Assessment and the National Education Standards," a…

  20. Science Achievement of Secondary Agricultural Education Students

    ERIC Educational Resources Information Center

    Clark, Sara Vicky

    2012-01-01

    The purposes of this quantitative descriptive and correlational study were to describe the science achievements of secondary agricultural education students and determine if the number of agricultural education courses passed, FFA involvement, and SAE participation would statistically significantly improve students' performance on science…

  1. Meaningful experiences in science education: Engaging the space researcher in a cultural transformation to greater science literacy

    NASA Astrophysics Data System (ADS)

    Morrow, Cherilynn A.

    1993-11-01

    The visceral appeal of space science and exploration is a very powerful emotional connection to a very large and diverse collection of people, most of whom have little or no perspective about what it means to do science and engineering. Therein lies the potential of space for a substantially enhanced positive impact on culture through education. This essay suggests that through engaging more of the space research and development community in enabling unique and 'meaningful educational experiences' for educators and students at the pre-collegiate levels, space science and exploration can amplify its positive feedback on society and act as an important medium for cultural transformation to greater science literacy. I discuss the impact of space achievements on people and define what is meant by a 'meaningful educational experience,' all of which points to the need for educators and students to be closer to the practice of real science. I offer descriptions of two nascent science education programs associated with NASA which have the needed characteristics for providing meaningful experiences that can cultivate greater science literacy. Expansion of these efforts and others like it will be needed to have the desired impact on culture, but I suggest that the potential for the needed resources is there in the scientific research communities. A society in which more people appreciate and understand science and science methods would be especially conducive to human progress in space and on Earth.

  2. Meaningful experiences in science education: Engaging the space researcher in a cultural transformation to greater science literacy

    NASA Technical Reports Server (NTRS)

    Morrow, Cherilynn A.

    1993-01-01

    The visceral appeal of space science and exploration is a very powerful emotional connection to a very large and diverse collection of people, most of whom have little or no perspective about what it means to do science and engineering. Therein lies the potential of space for a substantially enhanced positive impact on culture through education. This essay suggests that through engaging more of the space research and development community in enabling unique and 'meaningful educational experiences' for educators and students at the pre-collegiate levels, space science and exploration can amplify its positive feedback on society and act as an important medium for cultural transformation to greater science literacy. I discuss the impact of space achievements on people and define what is meant by a 'meaningful educational experience,' all of which points to the need for educators and students to be closer to the practice of real science. I offer descriptions of two nascent science education programs associated with NASA which have the needed characteristics for providing meaningful experiences that can cultivate greater science literacy. Expansion of these efforts and others like it will be needed to have the desired impact on culture, but I suggest that the potential for the needed resources is there in the scientific research communities. A society in which more people appreciate and understand science and science methods would be especially conducive to human progress in space and on Earth.

  3. The Role of Students' Home Language in Science Achievement: A multilevel approach

    NASA Astrophysics Data System (ADS)

    Van Laere, Evelien; Aesaert, Koen; van Braak, Johan

    2014-11-01

    The present study aimed to identify the role of both student- and school-level characteristics in primary school students' achievement in the science curriculum. As societies become more culturally and linguistically diverse, many students enter the classroom with a home language that is different from the language of instruction used at school. This study takes into account both the home language and literacy in the language of instruction in relation to student achievement in science subjects. Questionnaires, reading performance tests, and science achievement tests were administered to 1,761 fourth-grade students from 67 schools across Flanders (Belgium). Multilevel hierarchical regression analyses show that the home language and literacy in the language of instruction play an important role in science achievement at the student level, next to gender and socioeconomic status. Students with a home language that is different from the language of instruction experience difficulties with science subjects. Moreover, the higher students' performance on reading comprehension and self-assessed proficiency in the language of instruction, the higher their score on science achievement tests. At the school level, a school's teachability expectations are one of the key factors related to students' science achievement. Limitations of this study and future directions for research are discussed.

  4. Promoting Science Literacy through an Interdisciplinary Approach

    ERIC Educational Resources Information Center

    Ross, Karen; Hooten, Mary Ann; Cohen, Glenn

    2013-01-01

    Recognition of the value of a scientifically literate citizenry has driven American science education reform since the 1950s. We have seen some improvement in the comprehension of science facts in the past 10-20 years, but far less improvement in Americans' understanding of the nature of science. College science courses are ideal venues for…

  5. A historical examination of the nature of science and its consensus as presented in the Benchmarks for Science Literacy and National Science Education Standards

    NASA Astrophysics Data System (ADS)

    Felske, Daniel D.

    Developing a scientific literate citizenry has fueled science education reforms for the past 40 years. A review of the literature reveals that definitions of scientific literacy during this period were greatly influenced by the goals, directions, and political agendas of the day. This approach has resulted in programs emphasizing certain aspects of scientific literacy while neglecting others. Additionally, consensus on what scientific literacy means or how to develop it has not been achieved. One aspect of scientific literacy that is agreed upon is the essential role that the nature of science (NOS) plays in its development. For this reason, an extensive review of the literature was conducted to develop a comprehensive background of this topic. The component structure of the NOS revealed in the literature was then synthesized into a NOS framework. The NOS framework served to guide the construction of a 21 item questionnaire taken from statements embedded in the consensual documents Benchmarks for Science Literacy (AAAS, 1993) and National Science Education Standards (NRC, 1996). A panel of five experts who have written extensively on the nature of science was then assembled and the degree of NOS consensus measured using a modified Delphi technique. The results of the survey indicated a high level of consensus (95%) at the ≥80% level. The panelists concurred positively on 19 of 21 NOS items, concurred negatively on one of 21 NOS items (item 10), and could not reach consensus on one of 21 NOS items (item 16). These findings, as well as, the NOS framework, are important first steps toward developing programs that foster the development of scientific literacy.

  6. Measuring science or religion? A measurement analysis of the National Science Foundation sponsored science literacy scale 2006-2010.

    PubMed

    Roos, J Micah

    2014-10-01

    High scientific literacy is widely considered a public good. Methods of assessing public scientific knowledge or literacy are equally important. In an effort to measure lay scientific literacy in the United States, the National Science Foundation (NSF) science literacy scale has been a part of the last three waves of the General Social Survey. However, there has been debate over the validity of some survey items as indicators of science knowledge. While many researchers treat the NSF science scale as measuring a single dimension, previous work (Bann and Schwerin, 2004; Miller, 1998, 2004) suggests a bidimensional structure. This paper hypothesizes and tests a new measurement model for the NSF science knowledge scale and finds that two items about evolution and the big bang are more measures of a religious belief dimension termed "Young Earth Worldview" than they are measures of scientific knowledge. Results are replicated in seven samples. PMID:23825273

  7. Astrobiology: A pathway to adult science literacy?

    NASA Astrophysics Data System (ADS)

    Oliver, C. A.; Fergusson, J.

    2007-10-01

    Adult science illiteracy is widespread. This is concerning for astrobiology, or indeed any other area of science in the communication of science to public audiences. Where and how does this scientific illiteracy arise in the journey to adulthood? Two astrobiology education projects have hinted that science illiteracy may begin in high school. This relationship between high school science education and the public understanding of science is poorly understood. Do adults forget their science education, or did they never grasp it in the first place? A 2003 science education project raised these questions when 24 16-year-olds from 10 Sydney high schools were brought into contact with real science. The unexpected results suggested that even good high school science students have a poor understanding of how science is really undertaken in the field and in the laboratory. This concept is being further tested in a new high school science education project, aimed at the same age group, using authentic astrobiology cutting-edge data, NASA Learning Technologies tools, a purpose-built research Information and Communication Technology-aided learning facility and a collaboration that spans three continents. In addition, a first year university class will be tested for evidence of science illiteracy immediately after high school among non-science oriented but well-educated students.

  8. Assessing the Impact Participation in Science Journalism Activities Has on Scientific Literacy among High School Students

    ERIC Educational Resources Information Center

    Farrar, Cathy

    2012-01-01

    As part of the National Science Foundation Science Literacy through Science Journalism (SciJourn) research and development initiative (http://www.scijourn.org; Polman, Saul, Newman, and Farrar, 2008) a quasi-experimental design was used to investigate what impact incorporating science journalism activities had on students' scientific literacy.…

  9. Improving Student Achievement in Math and Science

    NASA Technical Reports Server (NTRS)

    Sullivan, Nancy G.; Hamsa, Irene Schulz; Heath, Panagiota; Perry, Robert; White, Stacy J.

    1998-01-01

    As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order

  10. The Effects of High Scientific Literacy, Self-Efficacy, and Achievement Motivation on Teachers' Ability to Compose Effective Tests: Case Study from Manado, Indonesia

    ERIC Educational Resources Information Center

    Poluakan, Cosmas

    2012-01-01

    This research was conducted to determine the effects of high scientific literacy, self-efficacy, and achievement motivation on teachers' ability to compose effective tests. It was conducted among junior high school science teachers in Manado, North Sulawesi Province, Indonesia, from April to September 2011, using a cross-sectional survey design.…

  11. Primary Teacher Literacy Preparation and Practices in New York State Elementary Schools at Diverse Levels of Achievement and Need

    ERIC Educational Resources Information Center

    Sterne, Phyllis

    2010-01-01

    The purpose of this study was to examine the issues of elementary teacher preparation for teaching literacy and teacher preparation for teaching literacy to diverse populations. This study contrasted primary teachers' literacy preparation and practice in high, middle, and low achieving and high, average, and low need schools in New York State.…

  12. Literacy and science: each in the service of the other.

    PubMed

    Pearson, P David; Moje, Elizabeth; Greenleaf, Cynthia

    2010-04-23

    We use conceptual and empirical lenses to examine synergies between inquiry science and literacy teaching and learning of K-12 (kindergarten through high school) curriculum. We address two questions: (i) how can reading and writing be used as tools to support inquiry-based science, and (ii) how do reading and writing benefit when embedded in an inquiry-based science setting? After elaborating the theoretical and empirical support for integrated approaches, we discuss how to support their implementation in today's complicated curricular landscape. PMID:20413491

  13. Science and ecological literacy in undergraduate field studies education

    NASA Astrophysics Data System (ADS)

    Mapp, Kim J.

    There is an ever-increasing number of issues that face our world today; from climate change, water and food scarcity, to pollution and resource extraction. Science and ecology play fundamental roles in these problems, and yet the understanding of these fields is limited in our society (Miller, 2002; McBride, Brewer, Berkowitz, and Borrie, 2013). Across the nation students are finishing their undergraduate degrees and are expected to enter the workforce and society with the skills needed to succeed. The deficit of science and ecological literacy in these students has been recognized and a call for reform begun (D'Avanzo, 2003 and NRC, 2009). This mixed-methods study looked at how a field studies course could fill the gap of science and ecological literacy in undergraduates. Using grounded theory, five key themes were data-derived; definitions, systems thinking, human's role in the environment, impetus for change and transference. These themes where then triangulated for validity and reliability through qualitative and quantitative assessments. A sixth theme was also identified, the learning environment. Due to limited data to support this themes' development and reliability it is discussed in Chapter 5 to provide recommendations for further research. Key findings show that this field studies program influenced students' science and ecological literacy through educational theory and practice.

  14. Teacher Sense of Efficacy for Literacy Instruction and Student Reading Achievement in Grades Three through Eight

    ERIC Educational Resources Information Center

    Poggio, Jennifer M.

    2012-01-01

    This study investigated the effects of teacher sense of efficacy for literacy instruction on reading achievement in grades three through eight. In previous studies, a teacher's sense of efficacy was shown to be correlated to student achievement (Ashton & Webb, 1986; Moore & Esselman, 1992). However, research attempting to uncover the…

  15. Reaching the Students: A New Approach to Enhancing Science Literacy

    NASA Astrophysics Data System (ADS)

    McNamara, B. J.; Burnham, C. C.

    2002-05-01

    Most NSF supported programs directed at improving science literacy among university students who are not majoring in SMET normally target instruction in introductory science or math classes. Unfortunately these efforts seldom reach the vast majority of students at a university because students can fulfil their science requirement by taking several other classes or class sections that are not impacted by the NSF program. Ideally it would be desirable to address the issues of science literacy and science anxiety among non-science majors in a single class that is required of essentially all undergraduates. We describe such a program which is being tested at NMSU. The targeted class is the university's freshman level English class. The idea behind this effort is to provide students with the skills they will need to be successful in their science classes in a less threatening humanities environment. We describe the problems that this approach raises, suggest solutions to these problems, and then discuss the overall status of this effort.

  16. Scientific literacy: Role of natural history studies in constructing understanding of the nature of science

    NASA Astrophysics Data System (ADS)

    Lutz, Martha Victoria Rosett

    2002-01-01

    knowledge and to comprehend, apply, and evaluate scientific information, including a requirement that students demonstrate an ability to use evidence to support a conclusion. Genuine science experiments may help students construct an understanding of the nature of science, and therefore have the potential to play a vital role in achieving the goal of scientific literacy.

  17. Teacher perception, lesson study and science achievement

    NASA Astrophysics Data System (ADS)

    Meissner, Whitney E.

    The purpose of this research was to explore group differences between teachers participating in North Cascades Olympic Science Partnership (NCOSP) activities and a matched group of non-NCOSP teachers. Specifically, the study explored potential differences between groups on: (a) science achievement as measured by the science Washington Assessment of Student Learning (WASL), (b) teacher perception of knowledge, experience and confidence with lesson study, a collaborative professional development model, (c) teacher perception of knowledge with curriculum, and (d) teacher perception of knowledge and experience with pedagogy. Further, in order todemonstrate group similarities, demographic data for each group were described and considered in the areas of teacher gender, school grade span, school enrollment, percent of students receiving free and reduced meal benefits, percent of female students, percent of students who are an ethnic minority, and percent of students who are identified as special education. A total of 206 science teachers were randomly selected for this population. The experimental (NCOSP science teachers) and comparison (non-NCOSP science teachers) groups were both initially comprised of 103 participants. Data collected from 55 NCOSP teachers and 32 non-NCOSP teachers were valid and used in the statistical analyses. Descriptive and inferential analyses were completed. To ensure the NCOSP and matched groups were statistically similar, chi-square tests for independence were computed. A one-way Hotelling's T2, the equivalent of a MANOVA for two groups, was computed using the SPSS general linear model. The procedure simultaneously compared the independent variable (Group: NCOSP teachers and non-NCOSP teachers) across the seven dependent variables, student science achievement as measured by science WASL, curriculum knowledge, pedagogy knowledge, pedagogy confidence, lesson study knowledge, lesson study experience, and lesson study confidence. Results for the

  18. Science Literacy of Undergraduates in the United States

    NASA Astrophysics Data System (ADS)

    Impey, Chris

    2013-01-01

    Science literacy is a matter of broad concern among scientists, educators, and many policy-makers. National Science Foundation surveys of the general public for biannual Science Indicators series show that respondents on average score less than 2/3 correct on a series of science knowledge questions, and less than half display an understanding of the process of scientific inquiry. Both measures are essentially unchanged over two decades. At the University of Arizona, we have gathered over 11,000 undergraduate student responses to a survey of knowledge and beliefs that is tethered in the NSF survey. This non-science major population demographically represents ten million students nationwide. There is a less than 10% gain in performance in the science knowledge score between the incoming freshmen and seniors who graduate having completed their requirement of three science classes. Belief levels in pseudoscience and supernatural phenomena are disconcertingly high, mostly resistant to college science instruction, and weakly correlated with performance on the science knowledge questions. The Internet is rapidly becoming the primary information source for anyone interested in science so students may not get most of their information from the classroom. Educators and policy makers need to decide what aspects of science knowledge and process are important for adults to know. College science educators have major challenges in better in preparing graduates for participation in a civic society largely driven by science and technology.

  19. Science literacy by technology by country: USA, Finland and Mexico. making sense of it all

    NASA Astrophysics Data System (ADS)

    Papanastasiou, Elena C.

    2003-02-01

    The purpose of this study was to examine how variables related to computer availability, computer comfort and educational software are associated with higher or lower levels of science literacy in the USA, Finland and Mexico, after controlling for the socio-economic status of the students. The analyses for this study were based on a series of multivariate regression models. The data were obtained from the Program for International Student Assessment. The results of this study showed that it was not computer use itself that had a positive or negative effect on the science achievement of the students, but the way in which the computers were used within the context of each country.

  20. Elevating Adult Civic Science Literacy through a Renewed Citizen Science Paradigm

    ERIC Educational Resources Information Center

    Cronin, David P.; Messemer, Jonathan E.

    2013-01-01

    America's adult populace has failed to keep pace with the rapid inundation of science-centric knowledge affecting nearly every facet of personal, familial, and communal life. With three out of every four American adults considered scientifically illiterate, adult civic science literacy (CSL) has reached alarmingly low levels. The purpose of…

  1. Every teacher an English teacher? Literacy strategy teaching and research in the content area of science education

    NASA Astrophysics Data System (ADS)

    Buckingham, Thomas

    Recent statements from teachers of English and literacy (NCTE, 2007) have voiced the failure of schools to help minority students and ELLs close the literacy achievement gap and the responsibility of all teachers to help with this endeavor. Central to this effort in secondary schools are the content area teachers, as their subjects constitute the bulk of school day instruction. While there have been small studies and field reports of what content teachers are or are not teaching in the way of literacy instruction (Fisher and Ivey, 2005; Verplaste, 1996, 1998; Vacca and Vacca 1989), researchers have not had success measuring the literacy practices of content area teachers in a broad-based study. This study focuses specifically on what many researchers in both the content literacy and ESL fields have emphasized for promoting literacy in the classroom---teaching metacognitive strategies. Twelve metacognitive functions derived from a literacy strategies handbook are employed as a means to ascertain strategy usage within the lessons whether specifically known content strategies are named or not. The initial analysis is performed on over 100 lesson plans hosted at four prominent university science education sites, all within a five year period (2003-7). In addition to the lesson plan analysis, a review of 100 articles taken from five on-line science education journals reveal what the science education field addresses this issue. Findings suggest that while 80% of science teachers include some type of strategic teaching and learning in their lessons, only about 20% of science teachers explicitly utilize strategies as listed in content literacy manuals and promoted by literacy and ESL experts. Rather, most science teachers implicitly include these strategies within their lessons and/or promote their own subject-specific strategies in content teaching. Analysis of science education research and publications shows that there is a focus on literacy and specifically strategic

  2. The science literacy gap: A Karplus lecture

    NASA Astrophysics Data System (ADS)

    Goodstein, David

    1992-09-01

    The great American experiment in mass higher education has failed completely in the sciences, where we have a small educated elite and an illiterate general public. Our graduate education in science is the best in the world, and contrary to the belief of some, we do not face a future shortage of scientists. However, the rest of our educational system is bad enough to constitute a threat to the ideal of Jeffersonian democracy. “The Mechanical Universe,” a video series produced by Caltech and aimed at high school physics teachers, is described. Although that project has been very successful, much more must be done. The educational infrastructure must be strengthened to the point where science can be taught gradually, throughout the school years and beyond. Furthermore, those of us who are professional teachers of science must become better teachers, both by increasing our own mastery of our subjects and by better understanding the difficulties our students have in learning science.

  3. The effects of professional development related to classroom assessment on student achievement in science

    NASA Astrophysics Data System (ADS)

    Mazzie, Dawn Danielle

    This study investigated the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher participation in a Teacher Quality Research (TQR) project on classroom assessment. The samples for these studies were teachers from underperforming schools who volunteered to take part in a professional development program in classroom assessment. School groups were randomly assigned to the treatment group. For Study 1, teachers in the treatment received professional development in classroom assessment from a trained assessment coach. Teachers in the control received no professional development. For Study 2, teachers in Treatment 1 received professional development in classroom assessment from a trained assessment coach and teachers in Treatment 2 received professional development in classroom assessment from a facilitator with one day of training. Teachers in both groups completed a measure of assessment literacy, the Teacher Quality Research Test of Assessment Literacy Skills (TQR_TALS), prior to the beginning and then again at the conclusion of the four month professional development program. A hierarchical linear model (HLM) analysis was conducted to determine the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher TQR status. Based upon these analyses, the professional development program increased teachers' assessment literacy skills; however, the professional development had no significant impact on students' achievement.

  4. Scientific Literacy and Student Attitudes: Perspectives from PISA 2006 science

    NASA Astrophysics Data System (ADS)

    Bybee, Rodger; McCrae, Barry

    2011-01-01

    International assessments provide important knowledge about science education and help inform decisions about policies, programmes, and practices in participating countries. In 2006, science was the primary domain for the Programme for International Student Assessment (PISA), supported by the Organisation for Economic Cooperation and Development (OECD) and conducted by the Australian Council for Educational Research (ACER). Compared to the school curriculum orientation of Trends in International Math and Science Study (TIMSS), PISA provides a perspective that emphasises the application of knowledge to science and technology-related life situations. The orientation of PISA includes both knowledge and attitudes as these contribute to students' competencies that are central to scientific literacy. In addition to students' knowledge and competencies, the 2006 PISA survey gathered data on students' interest in science, support for scientific enquiry, and responsibility towards resources and environments. The survey used both a non-contextualised student questionnaire and contextualised questions. The latter is an innovative approach which embedded attitudinal questions at the conclusion of about two-thirds of the test units. The results presented in this article make connections between students' attitudes and interests in science and scientific literacy.

  5. Improving Student Science Literacy through an Inquiry-Based, Integrated Science Curriculum and Review of Science Media.

    ERIC Educational Resources Information Center

    Bardeen, Karen

    This project studied the effects of an inquiry-based, integrated science course on student science literacy. The course was aligned to state and national science standards. The target population consisted of sophomore, junior, and senior high-school students in an upper-middle class suburb of a major Midwestern city. Questionnaires, tests, and…

  6. Science for Specific Social Purposes (SSSP): Perspectives on Adult Scientific Literacy.

    ERIC Educational Resources Information Center

    Layton, David; And Others

    1986-01-01

    Addresses the need for a public understanding of science. Presents both an historical perspective and a current view of the public's understanding of science. Reviews international examples of adult science programs and discusses the need for adult scientific literacy. (ML)

  7. Middle School Science Teachers' Confidence and Pedagogical Practice of New Literacies

    NASA Astrophysics Data System (ADS)

    Hsu, Hui-Yin; Wang, Shiang-Kwei; Runco, Lisa

    2013-06-01

    Due to the rapid advancements of information and communication technologies (ICTs), educational researchers argue that multimodal and new literacies should become common practices in schools. As new ICTs emerge and evolve, students need the new literacies skills and practices to successfully participate fully in the civic life of a global community. Are teachers prepared to integrate ICTs in the classroom to develop students' new literacies skills? The purpose of this study is to suggest a new literacies framework that guides ICTs integration and supports scientific inquiry, as well as investigate middle school teachers' confidence to practice new literacies in science classrooms. The study adopted mixed-methodology design, surveyed 32 middle school science teachers' ICTs and new literacies skills, and randomly observed 15 teachers' new literacies practices in the classrooms. The results revealed that even though teachers have high confidence in using ICTs, the meaningful technology integration and new literacies practices were scarcely observed in their classroom practices.

  8. Challenges and Support When Teaching Science through an Integrated Inquiry and Literacy Approach

    ERIC Educational Resources Information Center

    Ødegaard, Marianne; Haug, Berit; Mork, Sonja M.; Sørvik, Gard Ove

    2014-01-01

    In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible…

  9. Developing Science Literacy for Bilingual Learners: A Framework for Effective Learning

    ERIC Educational Resources Information Center

    Esquierdo, J. Joy; Almaguer, Isela

    2012-01-01

    In today's schools, many teachers of bilingual learners find teaching science a challenge. Teachers of bilingual learners tend to focus on increasing second-language proficiency and not on science literacy. When second-language development is the target, the development of science literacy can lose priority. This article introduces the framework…

  10. STEM for Non-STEM Majors: Enhancing Science Literacy in Large Classes

    ERIC Educational Resources Information Center

    Jin, Guang; Bierma, Tom

    2013-01-01

    This study evaluated a strategy using "clickers," POGIL (process oriented guided inquiry learning), and a focused science literacy orientation in an applied science course for non-STEM undergraduates taught in large classes. The effectiveness of these interventions in improving the science literacy of students was evaluated using a…

  11. The Contribution of Trade Books to Early Science Literacy: In and out of School

    ERIC Educational Resources Information Center

    Schroeder, Meadow; Mckeough, Anne; Graham, Susan; Stock, Hayli; Bisanz, Gay

    2009-01-01

    Lifelong science literacy begins with attitudes and interests established early in childhood. The use of trade books (i.e., a literary work intended for sale to the general public) in North American school classrooms to support the development of science literacy invites an examination of the quality of science content disseminated to students. A…

  12. Environmental Science Literacy in Science Education, Biology and Chemistry Majors.

    ERIC Educational Resources Information Center

    Robinson, Mike; Crowther, David

    2001-01-01

    Questions whether biology majors are more environmental science literate than chemistry majors, preservice science teachers, and a general population sample of 1,492 students. Indicates that preservice science teachers are significantly more environmental science literate than chemistry majors, but not more science literate than biology majors.…

  13. African American eighth-grade female students' perceptions and experiences as learners of science literacy

    NASA Astrophysics Data System (ADS)

    Crim, Sharan R.

    The National Assessment of Educational Progress (2000) reports an achievement gap between male and female students and majority and minority students in science literacy. Rutherford and Algren (2000) describe a scientifically 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 scientific knowledge and scientific ways of thinking for individual and social purposes. The purpose of this qualitative case study research was to investigate African American eighth grade female students' perceptions and experiences as learners of science literacy. A social learning theory (Bandura, 1986) and constructivist theory (Vygotsky, 1977) served as a guide for the researcher. Two questions were explored: (1) What are African American eighth grade female students' perceptions and experiences as learners of science literacy? (2) In what ways do the perceptions and experiences of African American eighth grade female students influence their learning of science literacy? Purposeful sampling (Merriam, 1998) was used with four African American eighth grade female students selected as participants for the study. Data collection and analysis occurred between February and August in a single year. Data sources included an open-ended questionnaire, two in-depth interviews with each participant (Seidman, 1991); classroom observations, participant reflective journals, student artifacts, and a researcher's log. Data were analyzed through the constant comparative method (Glaser & Strauss, 1967), and richly descriptive participant portraits and qualitative case studies (Merriam, 1998) were used to report the findings. Three themes emerged from the study that positively affected the perceptions and experiences of African American eighth grade female students as

  14. An Investigation of International Science Achievement Using the OECD's PISA 2006 Data Set

    NASA Astrophysics Data System (ADS)

    Milford, Todd

    School Effectiveness Research (SER) is concerned with efforts to better understand the effectiveness enhancing relationship between student and school variables and how these variables primarily influence academic achievement (Scheerens, 2004). However, one identified methodological shortcoming in SER is the absence of cross-cultural perspectives (Kyriakides, 2006). This is a concern as what may prove effective in one nation does not necessarily mean that it can be easily and seamlessly imported into another with the same results. This study looked at the relationships between science self-beliefs and academic achievement in science across all nations who participated in the Programme for International Student Assessment (PISA) in 2006. It further explored the variance accounted for by cultural, social and economic capital (the elements of the PISA socioeconomic status variable) for each country in PISA 2006 when predicting scientific literacy. Lastly, it used hierarchical linear modeling (HLM) to analyze data from PISA 2006 for nations experiencing high rates of immigration (i.e., Germany, Spain, Canada, the United States, Australia and New Zealand). The outcome measures used for these countries were achievement scores in science, mathematics and reading. The variables examined at the student level were science self-efficacy, science self-concept, immigrant status and socioeconomic status. The variables examined at the school level were student level aggregates of school proportion of immigrants and school socioeconomic status. In the correlation analysis between science literacy and either science self-concept of science self-efficacy, findings suggest that at the student level, students with both higher science self-concept and higher science self-efficacy tend to achieve higher academically. However, at the country level the relationship was negative between self-concept and academic achievement in science (i.e., countries with higher science self-concept tend

  15. Unpacking the Relationship Between Science Education and Applied Scientific Literacy

    NASA Astrophysics Data System (ADS)

    Crowell, Amanda; Schunn, Christian

    2016-02-01

    Scientific literacy has many meanings: it can be thought of as foundational knowledge, foundational critical thinking skills, or the application of these two foundations to everyday decision making. Here, we examine the far transfer scenario: do increases in science education lead to everyday decision-making becoming more consistent with consensus scientific knowledge? We report on a large sample of employees of a mixed urban/rural county representing a diverse range of careers, who completed an anonymous survey about their environmental conservation actions at home, as well as their general education level and their science coursework. Across broad and narrow measures of science education, we find little impact on action. Possible causes of this failure of transfer and the implications for changes in science instruction are discussed.

  16. Advancing Science Literacy Through the Climate Change National Forum

    NASA Astrophysics Data System (ADS)

    Nielsen-Gammon, J. W.; Quirke, M.; Lefer, B. L.; Hester, T.

    2014-12-01

    The Climate Change National Forum (http://climatechangenationalforum.org) was established almost a year ago to provide a publicly visible platform for discussion of scientific issues related to climate change and, at a later date, policy options motivated by climate change science. The site is also designed to promote public literacy in the culture and conduct of science by incorporating dozens of active scientists in a broad range of climate science and related fields and encouraging dialogue among those scientists. The forum provides a rare window into scientific debate, allowing non-scientists to see how scientists evaluate the work of others, construct meaning out of various bits of evidence, formulate ideas, challenge their colleagues, and (on occasion) develop a consensus. As such, the site is intended to have educational value well beyond its climate science focus.

  17. Ecosystem Services in Environmental Science Literacy

    ERIC Educational Resources Information Center

    Ruppert, John Robert

    2015-01-01

    Human beings depend on a set of benefits that emerge from functioning ecosystems, termed Ecosystem Services (ES), and make decisions in everyday life that affect these ES. Recent advancements in science have led to an increasingly sophisticated understanding of ES and how they can be used to inform environmental decision-making. Following suit, US…

  18. Epidemiology, Science as Inquiry and Scientific Literacy

    ERIC Educational Resources Information Center

    Kaelin, Mark; Huebner, Wendy

    2003-01-01

    The recent worldwide SARS outbreak has put the science of epidemiology into the headlines once again. Epidemiology is "... the study of the distribution and the determinants of health-related states or events and the application of these methods to the control of health problems" (Gordis 2000). In this context, the authors have developed a…

  19. Literacy Achievement of Children with Intellectual Disabilities and Differing Linguistic Backgrounds

    ERIC Educational Resources Information Center

    Verhoeven, L.; Vermeer, A.

    2006-01-01

    Background: The aim of the present study was to examine the literacy achievement of 10- to 12-year-old native and non-native children with intellectual disabilities (ID) living in the Netherlands. An intriguing question within this context was whether the second language learning non-native children with ID would show a double disadvantage when…

  20. Reading for Success: The Effectiveness of Literacy Interventions for Increasing Student Achievement in Core Academic Classes

    ERIC Educational Resources Information Center

    Harrell, Margaret A.

    2014-01-01

    The purpose of this action research study was to utilize quantitative and qualitative data to measure the effects of Tier 2 and Tier 3 literacy interventions as they affect student achievement in the secondary school setting. The research questions addressed performance of students who were enrolled in Reading for Success as compared to a cohort…

  1. Validity, Reliability, and Utility of the Observation Survey of Early Literacy Achievement

    ERIC Educational Resources Information Center

    Denton, Carolyn A.; Ciancio, Dennis J.; Fletcher, Jack M.

    2006-01-01

    This study evaluated the validity, reliability, and utility of five of the six subtests of Clay's (2002) Observation Survey of Early Literacy Achievement (OS), including Letter Identification, Word Reading, Writing Vocabulary, Hearing and Recording Sounds in Words, and Text Reading. In addition to a review of studies providing assessment of the…

  2. Low-Achieving Readers, High Expectations: Image Theatre Encourages Critical Literacy

    ERIC Educational Resources Information Center

    Rozansky, Carol Lloyd; Aagesen, Colleen

    2010-01-01

    Students in an eighth-grade, urban, low-achieving reading class were introduced to critical literacy through engagement in Image Theatre. Developed by liberatory dramatist Augusto Boal, Image Theatre gives participants the opportunity to examine texts in the triple role of interpreter, artist, and sculptor (i.e., image creator). The researchers…

  3. Administrator Leadership and Content Knowledge: Effects on Literacy Achievement on Male Students Grades Four through Eight

    ERIC Educational Resources Information Center

    Calvert, Maria Kay Holleman

    2013-01-01

    The purpose of this study was to explore the relationship of principal characteristics and school socio-economic factors and their relationship to student achievement as measured by the literacy portion of the Arkansas state standardized test, with a particular interest in male students. The study was undertaken to contribute to the existing…

  4. The Relationship between Early Literacy Assessment and First-Grade Reading Achievement for Native American Students

    ERIC Educational Resources Information Center

    Coats-Kitsopoulos, Gloria Jean

    2011-01-01

    The purpose of this study was to determine the relationship between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), the Reading Recovery Observation Survey (RROS) early reading sub-tests, and the reading achievement of Native American first-graders as measured by the Stanford 10. A causal-comparative correlation research design…

  5. The Little District that Could: Literacy Reform Leads to Higher Achievement in California District

    ERIC Educational Resources Information Center

    Kelly, Patricia R.; Budicin-Senters, Antoinette; King, L. McLean

    2005-01-01

    This article describes educational reform developed over a 10-year period in California's Lemon Grove School District, which resulted in a steady and remarkable upward shift in achievement for the students of this multicultural district just outside San Diego. Six elements of literacy reform emerged as the most significant factors affecting…

  6. The Effects of Learning Strategies on Mathematical Literacy: A Comparison between Lower and Higher Achieving Countries

    ERIC Educational Resources Information Center

    Magen-Nagar, Noga

    2016-01-01

    The purpose of the current study is to explore the effects of learning strategies on Mathematical Literacy (ML) of students in higher and lower achieving countries. To address this issue, the study utilizes PISA2002 data to conduct a multi-level analysis (HLM) of Hong Kong and Israel students. In PISA2002, Israel was rated 31st in Mathematics,…

  7. Achieving Scientific Literacy through the Mass Media and Other Communication Technologies: A NASA Perspective.

    ERIC Educational Resources Information Center

    Yates, Bradford L.

    A qualitative research approach was used to investigate the National Aeronautics and Space Administration's (NASA) educational efforts in achieving scientific literacy through mass media and other communication technologies. Six in-depth telephone interviews were conducted with various NASA education and public affairs officers throughout the…

  8. Literacy Self-Efficacy and Achievement of Secondary Students with Disabilities

    ERIC Educational Resources Information Center

    Runnells, Mary Mau

    2012-01-01

    Adolescent literacy, or adolescents' ability to read, write, and communicate about the variety of texts they encounter in and out of school, has remained inordinately, and consistently, low for the past 20 years (NCES, 2010). Self-efficacy is a widely-used construct for measuring and predicting student achievement (Pajares, Johnson, &…

  9. Enhancing Adolescent Literacy Achievement through Integration of Technology in the Classroom

    ERIC Educational Resources Information Center

    Sternberg, Betty J.; Kaplan, Karen A.; Borck, Jennifer E.

    2007-01-01

    Adolescent literacy achievement across the United States is in crisis. More than eight million students in grades 4 to 12 are identified as struggling readers. These students, who perform below grade level in reading and writing, are at high risk for failure in all content subjects and ultimately for dropping out of school. Professionals in the…

  10. Factors Affecting Literacy Achievement of Eighth Grade Middle School Instrumental Music Students

    ERIC Educational Resources Information Center

    Kurt, Johnny T.

    2010-01-01

    The purpose of this pretest-posttest comparative efficacy study was to analyze factors affecting literacy achievement of eighth grade middle school instrumental music students (n = 38) including (a) socioeconomic status (SES), (b) gender, (c) grade point average (GPA), (d) music motivation, (e) music involvement, and (f) instrument section. The…

  11. Mind the Gap: Looking for Evidence-Based Practice of Science Literacy for All in Science Teaching Journals

    NASA Astrophysics Data System (ADS)

    Jagger, Susan L.; Yore, Larry D.

    2012-10-01

    Science literacy for all is the central goal of science education reforms, and there is a growing importance of the language arts in science. Furthermore, there are strong calls for teacher professionalism and self-directed professional learning that involve evidence-based best practices. This raises questions about whether science teaching journals' recommendations are anchored to high-quality evidence. We found that (a) most National Science Teacher Association journals' science literacy recommendations have weak or no evidence base and (b) those with evidence reference teaching journals, teacher resource books, and literacy education more often than science education research. We concluded that all participants in the knowledge production cycle and transfer process—authors, editors, and reviewers—need to encourage evidence-based practices anchored to ongoing reforms and to literacy and science education research.

  12. The Impact of a Science Qualification Emphasising Scientific Literacy on Post-compulsory Science Participation: An analysis using national data

    NASA Astrophysics Data System (ADS)

    Homer, Matt; Ryder, Jim

    2015-06-01

    In 2006 in England an innovative suite of science qualifications for 14-16-year-olds called Twenty-First Century Science (21CS) was introduced. These qualifications have a strong focus on developing scientific literacy in all students whilst simultaneously providing preparation for the study of post-compulsory science for a smaller proportion of students. Claims have been made that such an innovative qualification would impact significantly on post-compulsory science participation-either positively or negatively. Using national data in England to track one cohort of students over 2007-2011, this study compares progression rates to post-compulsory science qualifications in England between 21CS qualifications and more traditional non-21CS qualifications. Methods employed include simple comparisons of proportions progressing from each qualification, and more complex multi-level modelling approaches that take account of both students clustered in schools, and potentially differing demographic and achievement profiles of students in the 2 groups of qualifications. A simple descriptive analysis shows that there is very little difference in overall progression rates between the 2 types of 14-16 science qualification. More fine-grained descriptive analyses show that there are some important differences, based in particular on the interaction between the amount of science studied at ages 14-16, and on the post-16 science qualification chosen (biology, chemistry or physics). Furthermore, sophisticated modelling analyses indicate a consistently negative small to moderate impact on progression from the 21CS qualification. Overall, our findings suggest that the emphasis on scientific literacy within the 21CS qualification suite has not had a major impact on the uptake of post-compulsory science qualifications.

  13. Do Creativity Self-Beliefs Predict Literacy Achievement and Motivation?

    ERIC Educational Resources Information Center

    Putwain, David W.; Kearsley, Rebecca; Symes, Wendy

    2012-01-01

    Previous work has suggested that creativity self-beliefs show only small relations with academic achievement and may only be related to intrinsic, not extrinsic motivation. We set out to re-examine these relationships accounting for the multifaceted and process embedded nature of creativity self-beliefs and the full domain range of extrinsic…

  14. Examining Teacher Actions Supportive of Cross-Disciplinary Science and Literacy Development among Elementary Students

    ERIC Educational Resources Information Center

    Norton-Meier, Lori A.; Hand, Brian; Ardasheva, Yuliya

    2013-01-01

    The purpose of this study was to identify and describe teaching actions--embedded in the "Science Writing Heuristic" approach, a systematic teaching approach that integrates literacy instruction and argument-based inquiry learning of science--supportive of the cross-disciplinary literacy expectations necessary to compete in the 21st…

  15. Argument to Foster Scientific Literacy: A Review of Argument Interventions in K-12 Science Contexts

    ERIC Educational Resources Information Center

    Cavagnetto, Andy R.

    2010-01-01

    The goal of scientific literacy has led to a steady increase in argument-based interventions in science education contexts. It has been suggested that student participation in argument develops communication skills, metacognitive awareness, critical thinking, an understanding of the culture and practice of science, and scientific literacy.…

  16. The Impact of an Integrated Approach to Science and Literacy in Elementary School Classrooms

    ERIC Educational Resources Information Center

    Cervetti, Gina N.; Barber, Jacqueline; Dorph, Rena; Pearson, P. David; Goldschmidt, Pete G.

    2012-01-01

    This study investigates the efficacy of an integrated science and literacy approach at the upper-elementary level. Teachers in 94 fourth grade classrooms in one Southern state participated. Half of the teachers taught the treatment unit, an integrated science-literacy unit on light and energy designed using a curriculum model that engages students…

  17. Journeys into Inquiry-Based Elementary Science: Literacy Practices, Questioning, and Empirical Study

    ERIC Educational Resources Information Center

    Howes, Elaine V.; Lim, Miyoun; Campos, Jaclyn

    2009-01-01

    Teaching literacy in inquiry-based science-teaching settings has recently become a focus of research in science education. Because professional scientists' uses of reading, writing, and speaking are foundational to their work, as well as to nonscientists' comprehension of it , it follows that literacy practices should also be central to science…

  18. Kindergarteners' Concept Development in Science and Literacy Learning through Concept-Oriented Reading Instruction (CORI)

    ERIC Educational Resources Information Center

    Moffit, Char Adelia

    2013-01-01

    The notion that "real work" is somehow different from authentic and engaging discovery is troublesome. (Passman, 2001, p.196). This qualitative case study examined science concept and literacy learning along with engagement of the students in a Kindergarten class in which science and literacy instruction was integrated through…

  19. Examining Teacher Actions Supportive of Cross-Disciplinary Science and Literacy Development among Elementary Students

    ERIC Educational Resources Information Center

    Norton-Meier, Lori A.; Hand, Brian; Ardasheva, Yuliya

    2013-01-01

    The purpose of this study was to identify and describe teaching actions--embedded in the "Science Writing Heuristic approach," a systematic teaching approach that integrates literacy instruction and argument-based inquiry learning of science--supportive of the cross-disciplinary literacy expectations necessary to compete in the 21st century. This…

  20. Integrating Science and Literacy Instruction: A Framework for Bridging the Gap

    ERIC Educational Resources Information Center

    Freeman, Gene; Taylor, Vickie

    2006-01-01

    There is vast research that substantiates the integration of science and literacy; however, there are very few books that correlate findings and address specific practices. "Integrating Science and Literary Instruction" connects scientifically based research and best instructional practices in literacy and integrates this with the inquiry-based…

  1. Teaching Scientific Literacy through a Science Technology and Society Course: Prospective Elementary Science Teachers' Case

    ERIC Educational Resources Information Center

    Akgul, Esra Macarglu

    2004-01-01

    The study examines Turkish pre-service elementary science teachers' scientific literacy levels. The research took place in Marmara University, in 2001-2002 academic year. The research participants were twenty randomly chosen students among all senior classes of the university mentioned above. The research data were gathered with the documents,…

  2. Robotics and Science Literacy: Thinking Skills, Science Process Skills and Systems Understanding

    ERIC Educational Resources Information Center

    Sullivan, Florence R.

    2008-01-01

    This paper reports the results of a study of the relationship of robotics activity to the use of science literacy skills and the development of systems understanding in middle school students. Twenty-six 11-12-year-olds (22 males and 4 females) attending an intensive robotics course offered at a summer camp for academically advanced students…

  3. Towards an Integrated Analytical Framework of Information and Communications Technology Literacy: From Intended to Implemented and Achieved Dimensions

    ERIC Educational Resources Information Center

    Markauskaite, Lina

    2006-01-01

    Introduction: Theoretical approaches and frameworks that help us to understand the contemporary notion of information and communication technology literacy (ICT literacy) in the formal education sector are reviewed and examined. Method: The analysis is conducted from a technology (i.e., computer science) conceptual perspective. The focus is on…

  4. Diagrammatic Literacy in Secondary Science Education

    NASA Astrophysics Data System (ADS)

    Kragten, Marco; Admiraal, Wilfried; Rijlaarsdam, Gert

    2012-11-01

    Students in secondary science education seem to have difficulties with understanding diagrams. The present study focused on explanatory factors that predict students' difficulties with process diagrams, i.e., diagrams that describe a process consisting of components that are related by arrows. From 18 compulsory national Biology exams of secondary school pre-university students, all process diagram tasks (n = 64) were included in corpus. Features of the task, student, and diagram were related to the difficulty of that particular task, indicated by the cohort mean exam score. A hierarchical regression analysis showed main effects for (1) the cognitive task demand, (2) the familiarity of the components, and (3) the number of components in a diagram. All these main effects were in the expected direction. We also observed interactions. Within the category of tasks with a high cognitive demand, tasks about a diagram of which students have low prior content knowledge were more difficult than tasks about a diagram of which students have high prior content knowledge. Tasks with a high cognitive demand about a diagram with familiar arrows were, surprisingly, more difficult than tasks with a high cognitive demand about a diagram with unfamiliar arrows. This latter finding might be attributed to compensation for task difficulty by the large number of components in the diagrams involved. The final model explained 46 % of the variance in exam scores. These results suggest that students have difficulties (1) with tasks that require a deeper understanding when the content is new, (2) with diagrams that use unfamiliar component conventions, and (3) with diagrams that have a small number of components and are therefore probably more abstract.

  5. The relationship among self-regulation, internet use, and academic achievement in a computer literacy course

    NASA Astrophysics Data System (ADS)

    YangKim, SungHee

    This research was a correlational study of the relationship among self-regulation, students' nonacademic internet browsing, and academic achievement in an undergraduate computer literacy class. Nonacademic internet browsing during class can be a distraction from student academic studies. There has been little research on the role of self-regulation on nonacademic internet browsing in influencing academic achievement. Undergraduate computer literacy classes were used as samples (n= 39) for measuring these variables. Data were collected during three class periods in two sections of the computer literacy course taught by one instructor. The data consisted of a demographic survey, selected and modified items from the GVU 10th WWW User Survey Questionnaire, selected items of the Motivated Strategies for Learning Questionnaire, and measures of internet use. There were low correlations between self-regulation and academic grades (r= .18, p > .05) and self-regulation and internet use (r= -.14, p > .05). None of the correlations were statistically significant. Also, there was no statistically significant correlation between internet use and academic achievement (r= -.23, p >.05). Self-regulation was highly correlated to self-efficacy (r= .53, p < .05). Total internet access was highly correlated to nonacademic related internet browsing (r= .96, p < .01). Although not statistically significant, the consistent negative correlations between nonacademic internet use with both self-regulation and achievement indicate that the internet may present an attractive distraction to achievement which may be due to lack of self-regulation. The implication of embedded instruction of self-regulation in the computer literacy course was discussed to enhance self-regulated internet use. Further study of interaction of self-regulated internet use and academic achievement is recommended.

  6. A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-Economic Status Middle School Students: Findings from First-Year Implementation

    ERIC Educational Resources Information Center

    Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael; Guerrero, Cindy; Fan, Yinan; Huerta, Margarita

    2014-01-01

    This paper presents the findings from a randomized control trial study of reading/literacy-integrated science inquiry intervention after 1 year of implementation and the treatment effect on 5th-grade low-socio-economic African-American and Hispanic students' achievement in science and English reading. A total of 94 treatment students and 194…

  7. A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-Economic Status Middle School Students: Findings from First-Year Implementation

    ERIC Educational Resources Information Center

    Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael; Guerrero, Cindy; Fan, Yinan; Huerta, Margarita

    2014-01-01

    This paper presents the findings from a randomized control trial study of reading/literacy-integrated science inquiry intervention after 1 year of implementation and the treatment effect on 5th-grade low-socio-economic African-American and Hispanic students' achievement in science and English reading. A total of 94 treatment students and 194…

  8. Achieving What Political Science Is For

    ERIC Educational Resources Information Center

    Isacoff, Jonathan B.

    2014-01-01

    This article argues for a political science discipline and teaching framework predicated empirically on the study of "real-world problems" and normatively on promoting civic engagement among political science students. I argue for a rethinking of political science and political science education in view of the pragmatist thought of John…

  9. Fostering Civic Science Literacy with NASA's Global Climate Change Website

    NASA Astrophysics Data System (ADS)

    Tenenbaum, L. F.; Jackson, R.; Greene, W. M.

    2011-12-01

    Climate change science is a complicated subject that can be both confusing and intimidating to non-scientists. Nevertheless, fostering public understanding of the science and the evidence for an anthropogenic cause is essential to motivating behavioral change. In response to the need for engaging and accessible materials in the area of climate science, NASA launched the Global Climate Change website http://climate.nasa.gov/ in 2008. The site makes extensive use of interactive media, immersive visualizations, ground-based and remote images, narrated and time lapse videos, time series animations, and real-time scientific data, plus maps and user friendly graphics that make the scientific content both accessible and engaging to the public. NASA's Global Climate Change Website has become a top search result for "climate change" for all major search engines and has won two consecutive Webby Awards for Best Science Website. The website's interactive and visually exciting style enhances public engagement, scientific curiosity and interest in Earth and climate science across diverse populations, thus promoting broader civic science literacy.

  10. Science Achievement in TIMSS Cognitive Domains Based on Learning Styles

    ERIC Educational Resources Information Center

    Kablan, Zeynel; Kaya, Sibel

    2013-01-01

    Problem Statement: The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects. Understanding how different learning styles might influence science achievement may guide educators in their efforts to raise achievement. This study is an attempt to examine…

  11. Increasing Scientific Literacy about Global Climate Change through a Laboratory-Based Feminist Science Course

    ERIC Educational Resources Information Center

    George, Linda A.; Brenner, Johanna

    2010-01-01

    The authors have developed and implemented a novel general education science course that examines scientific knowledge, laboratory experimentation, and science-related public policy through the lens of feminist science studies. They argue that this approach to teaching general science education is useful for improving science literacy. Goals for…

  12. Developing a Culture of Collaboration: A Departmental Exploration of Science Literacy at Sunset School

    NASA Astrophysics Data System (ADS)

    Miller, Tamara Jill

    This paper presents the results of a study that examined the effects of using an action research process to explore science teachers' views on science literacy as well as improve collaboration among department members. Data were collected by documenting the action research process and interviewing teachers at a suburban K-12 school in Southern California. Findings suggest that teachers' views of science literacy vary more by context than by individual, and that collaboration seems to be useful in expanding teachers' beliefs about science literacy.

  13. Improving Achievement in Secondary Schools: Impact of a Literacy Project on Reading Comprehension and Secondary School Qualifications

    ERIC Educational Resources Information Center

    Lai, Mei Kuin; Wilson, Aaron; McNaughton, Stuart; Hsiao, Selena

    2014-01-01

    This paper examines whether a literacy intervention involving generic and content area literacy components can improve both achievement on a standardized reading test and the attainment of secondary school qualifications, and whether the intervention can be implemented by teachers in their regular classroom settings. We report on a design-based…

  14. The Effect of Consistent Structured Reading Instruction on High and Low Literacy Achievement in Young Children Who Are Blind

    ERIC Educational Resources Information Center

    Emerson, Robert Wall; Sitar, Debbie; Erin, Jane N.; Wormsley, Diane P.; Herlich, Stephanie Leigh

    2009-01-01

    The Alphabetic Braille and Contracted Braille Study found no difference between high and low achievers in the development of literacy skills on such measures as age, etiology of visual impairment, family attitudes and behaviors regarding literacy activities, class size, and time spent with a teacher of students with visual impairments. Some…

  15. Examining the Literacy Component of Science Literacy: 25 Years of Language Arts and Science Research.

    ERIC Educational Resources Information Center

    Yore, Larry D.; Bisanz, Gay L.; Hand, Brian M.

    2003-01-01

    Reviews literature in the theoretical views of language arts; perceived roles of language in science education; and research approaches used to investigate oral and written language in science, science teaching, and learning. Suggests future research directions in critical listening and reading of various sources, multi-media presentations,…

  16. An Ongoing Investigation of Science Literacy: Results of a 22-Year Study Probing Students' Knowledge and Attitude Towards Science

    NASA Astrophysics Data System (ADS)

    Impey, C.; Buxner, S.; Antonellis, J.; CATS

    2013-04-01

    This talk presents findings related to our ongoing work investigating students' knowledge and attitudes towards science and technology. We present an overview of research studies and findings including a comparison of the science literacy measures of University of Arizona students compared to national studies, conceptions related to astrology, views of radiation, and students' pseudoscience and religious beliefs. We discuss implications for instructors and researchers interested in improving students' science literacy scores and diagnosing alternative beliefs.

  17. Popular Science Writing to Support Students' Learning of Science and Scientific Literacy

    NASA Astrophysics Data System (ADS)

    Pelger, Susanne; Nilsson, Pernilla

    2016-06-01

    In higher natural science education, the scientific report is the prevailing genre of writing. Despite the fact that communicative skills are highly valued in working life, earlier studies have shown deficiencies among science students. In this paper, we highlight the need for varied communication training, in particularly arguing for the possibilities that students' popular science writing offers. Our study was based on a questionnaire answered by 64 degree project students in biology. The questions focused on the students' own experiences of writing about their projects for the general public and what contribution the writing made to their learning of science. A vast majority of the students expressed that the writing helped change their perspectives and that they saw their subject and project in a different light. Many of the students described that the popular science writing made it easier for them to put the science content in a context, to better understand the aim of their own work, and the implications of their findings. We discuss the positive effects that popular science writing may have on students' subject matter understanding and development of scientific literacy. Our concluding remark is that popular science writing is a useful tool for reflection and that it adds significant value to the students' capacity to change perspectives, understand their subject and develop scientific literacy.

  18. Popular Science Writing to Support Students' Learning of Science and Scientific Literacy

    NASA Astrophysics Data System (ADS)

    Pelger, Susanne; Nilsson, Pernilla

    2015-07-01

    In higher natural science education, the scientific report is the prevailing genre of writing. Despite the fact that communicative skills are highly valued in working life, earlier studies have shown deficiencies among science students. In this paper, we highlight the need for varied communication training, in particularly arguing for the possibilities that students' popular science writing offers. Our study was based on a questionnaire answered by 64 degree project students in biology. The questions focused on the students' own experiences of writing about their projects for the general public and what contribution the writing made to their learning of science. A vast majority of the students expressed that the writing helped change their perspectives and that they saw their subject and project in a different light. Many of the students described that the popular science writing made it easier for them to put the science content in a context, to better understand the aim of their own work, and the implications of their findings. We discuss the positive effects that popular science writing may have on students' subject matter understanding and development of scientific literacy. Our concluding remark is that popular science writing is a useful tool for reflection and that it adds significant value to the students' capacity to change perspectives, understand their subject and develop scientific literacy.

  19. An Analysis of High School Mathematics Achievement and English Language Arts Achievement as Predictors of Science Achievement

    ERIC Educational Resources Information Center

    Edwards, Anthony C.

    2012-01-01

    Science assessments require students to read and comprehend questions and to solve mathematical problems. The purpose of this study is to determine whether the following variables can be used to predict science achievement: English language arts achievement, mathematics achievement, socioeconomic status (SES), limited English proficiency (LEP)…

  20. Librarians’ Role in Development and Achievement of Central Library Users’ Information Literacy (a Case Study: Iran)

    PubMed Central

    Yaminfirooz, Mousa; Siamian, Hasan; Shahrabi, Afsaneh

    2013-01-01

    Introduction: Due to the development of technologies, communications, databases and information resource varieties in today’s information age, our various social, economic, cultural and political needs cannot be fulfilled by relying merely on past knowledge and skills as done previously. Information literacy (IL) as a set of necessary skills for all of us is an effective way of treating new technologies and their effective application in our lives. The study aimed to survey the library users’ views in the Central Library of Babol University of Medical Sciences (The Library), Iran, on the role and influences of librarians on their IL development and improvement. Methods: This analytical survey used a researcher-made questionnaire for data collection. Research population consisted of all users referring Information Unit of The Library during 22 September - 20 December 2010. Of them, 150 users participating in at least 5 workshops held by The Library were selected as the study sample. Results: Based on the findings, 52.7 percent of the subjects rated the influence of the librarians on their IL development much and very much. 44.7 percent claimed that they more acquired IL skills from librarians rather than others. 100 (63.3%) subjects preferred workshops held by the librarian to other workshops. Conclusion: The users of Information Unit of The Library perceived the training IL skills by librarians as a main influencing factor in their IL development and achievement. This emphasized the necessity of teaching IL to users and training the librarians in better teaching IL skills to library user. PMID:24511265

  1. Mind the Gap: Looking for Evidence-Based Practice of "Science Literacy for All" in Science Teaching Journals

    ERIC Educational Resources Information Center

    Jagger, Susan L.; Yore, Larry D.

    2012-01-01

    "Science literacy for all" is the central goal of science education reforms, and there is a growing importance of the language arts in science. Furthermore, there are strong calls for teacher professionalism and self-directed professional learning that involve evidence-based best practices. This raises questions about whether science teaching…

  2. Enhancing climate literacy by melding the atmospheric and geospatial sciences

    NASA Astrophysics Data System (ADS)

    Dupigny-Giroux, L.; Toolin, R.; Morrissey, L.; Fortney, M. D.; Hogan, S.; Pontius, J.; Berryman, B.; Shafer, J.; Atkins, N.; Shepherd, M.; Mote, T. L.; Raphael, M. N.

    2012-12-01

    Climate literacy involves an understanding of the interconnectedness of various components of the climate system over space and time, as well as the influence of humans on that system and the ability to use that understanding to "act accordingly". Understanding the climate system relies on techniques that include statistics, modelling, visualization and geospatial technologies such as remote sensing and geographic information science (GIS). The melding of these geospatial technologies with the atmospheric and climate sciences has become increasingly common and ubiquitous from the nightly weather presentations to the weekly U.S. Drought Monitor. This presentation will delve into the successes and ongoing challenges for a climate literate society that exist at the transdisciplinary border of the atmospheric and geospatial sciences. Two National Science Foundation (NSF) funded programs will be highlighted. The first is the Satellites, Weather and Climate (SWAC) professional development program for K-12 teachers and the second is the Diversity Climate Network (D-ClimNet) for high school to graduate students.

  3. When Science and Information Literacy Meet: An Approach to Exploring the Sources of Science News with Non-Science Majors

    ERIC Educational Resources Information Center

    Majetic, Cassie; Pellegrino, Catherine

    2014-01-01

    The skill set associated with lifelong scientific literacy often includes the ability to decode the content and accuracy of scientific research as presented in the media. However, students often find decoding science in the media difficult, due to limited content knowledge and shifting definitions of accuracy. Faculty have developed a variety of…

  4. A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-economic Status Middle School Students: Findings from first-year implementation

    NASA Astrophysics Data System (ADS)

    Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael; Guerrero, Cindy; Fan, Yinan; Huerta, Margarita

    2014-08-01

    This paper presents the findings from a randomized control trial study of reading/literacy-integrated science inquiry intervention after 1 year of implementation and the treatment effect on 5th-grade low-socio-economic African-American and Hispanic students' achievement in science and English reading. A total of 94 treatment students and 194 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of ongoing professional development and specific instructional science lessons with inquiry-based learning, direct and explicit vocabulary instruction, and integration of reading and writing. Results suggested that (a) there was a significantly positive treatment effect as reflected in students' higher performance in district-wide curriculum-based tests of science and reading and standardized tests of science, reading, and English reading fluency; (b) males and females did not differ significantly from participating in science inquiry instruction; (c) African-American students had lower chance of sufficiently mastering the science concepts and achieving above the state standards when compared with Hispanic students across gender and condition, and (d) below-poverty African-American females are the most vulnerable group in science learning. Our study confirmed that even a modest amount of literacy integration in inquiry-based science instruction can promote students' science and reading achievement. Therefore, we call for more experimental research that focus on the quality of literacy-integrated science instruction from which middle grade students, particularly low-socio-economic status students, can benefit.

  5. The evolution of science literacy: Examining intertextual connections and inquiry behaviors in the classroom

    NASA Astrophysics Data System (ADS)

    Manocchi-Verrino, Carol J.

    A call for a new perspective of science literacy has been marked as the impetus of change in science education, suggesting that a meaning-making approach to literacy and inquiry are central to learning science. This research study explored how science literacy evolved in a classroom where this reconceptualized view of science literacy guided curriculum design and instruction. The teacher/researcher incorporated Interactive Science Notebooks (ISNs) and Interactive Reading Organizers and Comprehension Strategies (IROCS) into instructional materials. In a class consisting of 20 mainstream and special education students, this 7-week study collected data using Likert scales, stimulated recall interviews, a teacher/researcher journal, and students¡¦ position papers. A systematic design framework was used for the three-phase analysis. Hyperresearch RTM software facilitated the identification of open codes, an axial code, and frequency graphs. In order to develop insight into the relationship between questions, methods, and curriculum design recent recommendations for quality research in science education were considered in the methodology. The hypothesis formulated from the data suggests that science literacy evolves on a continuum, and the degree to which science literacy evolves on the continuum seems to be contingent upon their uses of intertextual connections and inquiry behaviors. Several notable insights emerged from the data which were used to guide curriculum, instruction, and assessment that promotes the development of science literacy in the middle school classroom. The study suggests a possible correlation between the use of intertextual connections and inquiry behaviors, and the use of a continuum in measuring the emergence of science literacy.

  6. Black Achievers in Science, Teachers Guide.

    ERIC Educational Resources Information Center

    Museum of Science and Industry, Chicago, IL.

    In this guide, 16 historical and contemporary black scientists and engineers are highlighted as role models. Four scientists are represented in each of four technical fields: life sciences (Ernest E. Just; Harvey M. Pickrum; George W. Carver; Patricia S. Cowings); physical science (George R. Carruthers; Percy L. Julian; Walter E. Massey; Warren M.…

  7. It's in the Bag!: Going beyond the Science Classroom with Take-Home Literacy Bags

    ERIC Educational Resources Information Center

    Martin, Susan Ferguson; Daughenbaugh, Lynda; Shaw, Edward L., Jr.; Burch, Katrina

    2013-01-01

    Although literacy plays a large role in elementary science classrooms, one thing that offers a challenge for educators is meeting the linguistic needs of English language learners (ELLs) while also meeting their content needs. An additional challenge is ensuring that academic literacy extends beyond the classroom. This article presents ways of…

  8. Making Science Lessons Engaging, More Popular, and Equitable through Emotional Literacy

    ERIC Educational Resources Information Center

    Matthews, Brian; Snowden, Emma

    2007-01-01

    This article highlights the benefits of introducing aspects of emotional literacy into lessons. Data were collected from 165 Year 7 pupils in two schools over 1 year. Pupils benefit as they can enjoy science more, as well as learn to work together and support each other to learn. The research found that incorporating emotional literacy strategies…

  9. Using Visual Literacy to Teach Science Academic Language: Experiences from Three Preservice Teachers

    ERIC Educational Resources Information Center

    Kelly-Jackson, Charlease; Delacruz, Stacy

    2014-01-01

    This original pedagogical study captured three preservice teachers' experiences using visual literacy strategies as an approach to teaching English language learners (ELLs) science academic language. The following research questions guided this study: (1) What are the experiences of preservice teachers' use of visual literacy to teach…

  10. A Twenty-Year Survey of Science Literacy among College Undergraduates

    ERIC Educational Resources Information Center

    Impey, Chris; Buxner, Sanlyn; Antonellis, Jessie; Johnson, Elizabeth; King, Courtney

    2011-01-01

    First results from a 20-year survey of science knowledge and attitudes toward science among undergraduates are presented. Nearly 10,000 students taking astronomy as part of a general education requirement answered a set of questions that overlap a science literacy instrument administered to the general public by the National Science Foundation.…

  11. A Reconstructed Vision of Environmental Science Literacy: The Case of Qatar

    ERIC Educational Resources Information Center

    Khishfe, Rola

    2014-01-01

    The purpose of this study was twofold: (a) develop a conceptual framework for environmental science literacy; and consequently (b) examine the potential of science standards/curricula to prepare environmentally literate citizens. The framework comprised four pillars: science content knowledge, scientific inquiry, nature of science (NOS), and…

  12. Bangladeshi Science Teachers' Perspectives of Scientific Literacy and Teaching Practices

    ERIC Educational Resources Information Center

    Sarkar, Mahbub; Corrigan, Deborah

    2014-01-01

    In line with a current global trend, junior secondary science education in Bangladesh aims to provide science education for all students to enable them to use their science learning in everyday life. This aim is consistent with the call for scientific literacy, which argues for engaging students with science in everyday life. This paper…

  13. Hands-On Science and Student Achievement. Dissertation.

    ERIC Educational Resources Information Center

    Ruby, Allen

    From the late 1950s through today, hands-on science has been promoted as a method of science instruction. Currently, recent national science reform efforts seek to temper its role. However, no consensus has been reached on the relationship of hands-on science to student achievement, though this has been researched since the turn of the 20th…

  14. Findings from Five Years Investigating Science Literacy and Where Students Get their Information about Science

    NASA Astrophysics Data System (ADS)

    Buxner, Sanlyn; Impey, C. D.; Nieberding, M. N.; Romine, J. M.; Antonellis, J. C.; Llull, J.; Tijerino, K.; Collaborations of Astronomy Teaching Scholars (CATS)

    2014-01-01

    Supported by funding from NSF, we have been investigating the science literacy of undergraduate students using data collected from 1980 -2013. To date, we have collected over 12,000 surveys asking students about their foundational science knowledge as well as their attitudes towards science and technology topics. In 2012, we began investigating where students get their information about science and we have collected 30 interviews and almost 1000 survey responses. Our findings reveal that students’ science literacy, as measured by this instrument, has changed very little over the 23 years of data collection despite major educational innovations offered to students. A fraction of students continue to hold onto non-scientific beliefs, coupled with faith-based attitudes and beliefs, which are resistant to formal college instruction. Analysis of students’ open-ended responses show that although students use words often associated with science, they lack understandings of key aspects of science including the importance of evidence to support arguments and the need for replication of results. These results have important implications about how we teach science and how we assess students’ scientific understandings during class. Our recent work has shown that students use online sources to gain information about science for classes their own interests. Despite this, they rate professors and researchers as more reliable sources of scientific knowledge than online sources. This disconnect raises questions about how educators can work with students to provide knowledge in ways that are both accessible and reliable and how to help students sort knowledge in an age where everything can be found online. This material is based in part upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this

  15. How "Struggling" Readers Engage in Literacy Events in Middle School Science: An Analysis of Interactions in Literacy Events

    ERIC Educational Resources Information Center

    Palmer, Kristin Cartwright

    2011-01-01

    This study examined opportunities for participation and learning for "struggling" readers in a sixth grade science classroom. Literacy practices, language differences, activity structures, and the social and cultural identities and associated practices and everyday funds of knowledge of both "struggling" and nonstruggling…

  16. Blogging as Change: Transforming Science and Math Education through New Media Literacies. New Literacies and Digital Epistemologies. Volume 41

    ERIC Educational Resources Information Center

    Luehmann, April, Ed.; Borasi, Raffaella, Ed.

    2011-01-01

    New literacies have many functions in schools and learning, but science and mathematics education are among the contexts where their full potential has yet to be explored. This book both illustrates and critically analyzes the practice of blogging and its possibilities for fostering different ways of communicating, interacting, learning, and…

  17. Achieving open access to conservation science.

    PubMed

    Fuller, Richard A; Lee, Jasmine R; Watson, James E M

    2014-12-01

    Conservation science is a crisis discipline in which the results of scientific enquiry must be made available quickly to those implementing management. We assessed the extent to which scientific research published since the year 2000 in 20 conservation science journals is publicly available. Of the 19,207 papers published, 1,667 (8.68%) are freely downloadable from an official repository. Moreover, only 938 papers (4.88%) meet the standard definition of open access in which material can be freely reused providing attribution to the authors is given. This compares poorly with a comparable set of 20 evolutionary biology journals, where 31.93% of papers are freely downloadable and 7.49% are open access. Seventeen of the 20 conservation journals offer an open access option, but fewer than 5% of the papers are available through open access. The cost of accessing the full body of conservation science runs into tens of thousands of dollars per year for institutional subscribers, and many conservation practitioners cannot access pay-per-view science through their workplace. However, important initiatives such as Research4Life are making science available to organizations in developing countries. We urge authors of conservation science to pay for open access on a per-article basis or to choose publication in open access journals, taking care to ensure the license allows reuse for any purpose providing attribution is given. Currently, it would cost $51 million to make all conservation science published since 2000 freely available by paying the open access fees currently levied to authors. Publishers of conservation journals might consider more cost effective models for open access and conservation-oriented organizations running journals could consider a broader range of options for open access to nonmembers such as sponsorship of open access via membership fees. PMID:25158824

  18. Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

    NASA Astrophysics Data System (ADS)

    Ødegaard, Marianne; Haug, Berit; Mork, Sonja M.; Ove Sørvik, Gard

    2014-12-01

    In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students' investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students' conceptual learning.

  19. A survey of scientific literacy to provide a foundation for designing science communication in Japan.

    PubMed

    Kawamoto, Shishin; Nakayama, Minoru; Saijo, Miki

    2013-08-01

    There are various definitions and survey methods for scientific literacy. Taking into consideration the contemporary significance of scientific literacy, we have defined it with an emphasis on its social aspects. To acquire the insights needed to design a form of science communication that will enhance the scientific literacy of each individual, we conducted a large-scale random survey within Japan of individuals older than 18 years, using a printed questionnaire. The data thus acquired were analyzed using factor analysis and cluster analysis to create a 3-factor/4-cluster model of people's interest and attitude toward science, technology and society and their resulting tendencies. Differences were found among the four clusters in terms of the three factors: scientific factor, social factor, and science-appreciating factor. We propose a plan for designing a form of science communication that is appropriate to this current status of scientific literacy in Japan. PMID:23885051

  20. The Standards for Technological Literacy: Today the Boston Museum of Science, Tomorrow the World

    ERIC Educational Resources Information Center

    Russell, Jill

    2005-01-01

    ITEA's Standards for Technological Literacy (STL) document is generally thought of as a tool for K-12 schooling that identifies what students should know and be able to do in order to achieve technological literacy. And that is true. However, the standards in STL are moving into another, broader venue, one that will potentially reach youth and…

  1. The Impact of a Science Qualification Emphasising Scientific Literacy on Post-Compulsory Science Participation: An Analysis Using National Data

    ERIC Educational Resources Information Center

    Homer, Matt; Ryder, Jim

    2015-01-01

    In 2006 in England an innovative suite of science qualifications for 14-16-year-olds called Twenty-First Century Science (21CS) was introduced. These qualifications have a strong focus on developing scientific literacy in all students whilst simultaneously providing preparation for the study of post-compulsory science for a smaller proportion of…

  2. Achieving a balance - Science and human exploration

    NASA Technical Reports Server (NTRS)

    Duke, Michael B.

    1991-01-01

    The linkage between science and human exploration is close. Currently, proponents of science and human presence themes identified by the Synthesis Group as the most important themes of Mars exploration, tend to have reservations about the other camp. Mechanisms that integrate the program themes are essential, to gain the advocacies of the exploration communities and find optimal solutions to the technical problems. Without such mechanisms, it will be difficult to gain widespread acceptance of the SEI as the strategic horizon for the U.S. civilian space program.

  3. Science Challenge: Olympic Achievement for Your Science Program.

    ERIC Educational Resources Information Center

    Maxwell, Donald E.; Berkheimer, Glenn

    1987-01-01

    Describes how a science challenge program was modeled after the Olympics to offer a variety of science events in a competitive setting. Reviews organizational factors, suggests sources for events, and identifies rules and scoring procedures. (ML)

  4. A 20-Year Survey of Scientific Literacy and Attitudes Toward Science_An Overview

    NASA Astrophysics Data System (ADS)

    Impey, Chris David; Antonellis, J.; Johnson, E.; King, C.; CATS

    2009-01-01

    This poster presents the results of a long-term investigation into the science literacy and attitudes toward science of University of Arizona non-science major undergraduates. The survey instrument utilized in this study was derived from measures of adults’ science literacy, as defined and assessed by the National Science Foundation in its biannual Science and Engineering Indicators reports to the National Science Board. In addition, the survey instrument measures attitudes toward science and technology and toward pseudoscience. Quantitative data from over 9000 questionnaires have been into a database, and qualitative data from four open-ended questions has been coded thematically (see Antonellis et al., this meeting). The data will be used to address a number of research questions in the area of science education and science policy, including (1) how the level of science literacy of undergraduates compares to the adult population; (2) how science literacy and attitudes towards science have changed since 1987; (3) the relationship between science knowledge and attitudes towards science; and (4) the extent to which General Education science requirements at a large State university affect science knowledge and attitudes. The data will also be used to critically examine the concept of science literacy. The results of this study are being used by CATS to develop a survey instrument designed specifically for use with Astro 101 students to diagnose the effect our instruction has on their scientific attitudes and beliefs. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS).

  5. Predicting Achievement in Community College Science Students.

    ERIC Educational Resources Information Center

    Dettloff, Janet May

    This study was designed to formulate a predictive equation to identify community college biology students (N=420) who most probably would not succeed in science courses. A College Biology Student Survey (developed for the study), Nelson Denny Reading Test (Form-F), College Guidance Placement (CGP) Arithmetic Test, and An Inventory of Piaget's…

  6. Narrowing the Achievement Gap in Science.

    ERIC Educational Resources Information Center

    Koba, Susan B.

    1996-01-01

    An inner-city Omaha high school created an untracked, wholly desegregated 2-year thematic science curriculum for all 9th and 10th graders. Under the outdoor community study theme, students participate in a simulated archaeological dig of an Omaha Indian earth lodge, study the school grounds' ecological status, and design areas along a proposed…

  7. Recognizing the Achievements of Women in Science.

    ERIC Educational Resources Information Center

    Dujari, Anuradha

    2000-01-01

    Lists the women Nobel Prize laureates and questions why, with the exception of Marie Curie, all these women scientists are not well known by the public. Explains why so few women have won the Nobel Prize in science and medicine as compared to other fields. (Contains 18 references.) (YDS)

  8. Achieving Equitable Science Education: It Isn't Rocket Science.

    ERIC Educational Resources Information Center

    Weld, Jeffrey

    1999-01-01

    The Science/Technology/Society approach to teaching science has been researched and practiced for over 20 years. This model uses current issues in students' lives and society as the foundation of study. Teaching STS science requires nothing more than a shifting emphasis and willingness to empower students. (MLH)

  9. Literacy learning in secondary school science classrooms: A cross-case analysis of three qualitative studies

    NASA Astrophysics Data System (ADS)

    Dillon, Deborah R.; O'Brien, David G.; Moje, Elizabeth B.; Stewart, Roger A.

    The purpose of this cross-case analysis is to illustrate how and why literacy was incorporated into science teaching and learning in three secondary classrooms. Research questions guiding the analysis include: (a) How were literacy events shaped by the teachers' philosophies about teaching science content and teaching students? and (b) How was literacy (reading, writing, and oral language) structured by the teachers and manifested in science lessons? The methodology of ethnography and the theoretical framework of symbolic interactionism were employed in the three studies on which the cross-case analysis was based. The researchers assumed the role of participant observers, collecting data over the period of 1 year in each of the three classrooms. Data, in the form of fieldnotes, interviews, and artifacts, were collected. In each study, data were analyzed using the constant comparative method (Glaser & Strauss, 1967) to determine patterns in the teachers' beliefs about learning and how these influenced their choice of literacy activities. The cross-case analysis was conducted to determine patterns across the three teachers and their classrooms. The findings from this analysis are used to compare how the teachers' philosophies of teaching science and their beliefs about how students learn influenced their use of literacy practices during lessons. Specifically, each teacher's use of literacy activities varied based on his or her beliefs about teaching science concepts. Furthermore, reading, writing, and oral language were important vehicles to learning science concepts within daily classroom activities in the three classrooms.Received: 1 April 1993; Revised: 30 August 1993;

  10. Achievement of Serbian Eighth Grade Students in Science

    ERIC Educational Resources Information Center

    Antonijevic, Radovan

    2006-01-01

    The paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia in the fields of the science achievement of Serbian eighth grade students and the science curriculum context of their achievement. There were 4264 students in the sample. It was confirmed that Serbian eighth graders had made…

  11. Teacher Practices and Middle-School Science Achievements

    ERIC Educational Resources Information Center

    Odom, Arthur L.; Stoddard, Elizabeth R.; LaNasa, Steven M.

    2007-01-01

    We report on the construction and application of an instrument entitled the "Science Achievement Influences Survey" to assess combined effects of student attitudes about science, peer interaction, and home support, and the frequency of student-centred and teacher-centred instructional practices on student achievement. Controlling for pre-test…

  12. Differences in Middle School Science Achievement by School District Size

    ERIC Educational Resources Information Center

    Mann, Matthew James; Maxwell, Gerri M.; Holland, Glenda

    2013-01-01

    This study examined differences in Texas middle school student achievement in science by school district enrollment size. Quantitative research utilized analysis of variance to determine whether significant differences existed between student achievement on the 2010 Texas Assessment of Knowledge and Skills 8th grade science results and four school…

  13. Multilevel Modeling of Science Achievement in the Timss Participating Countries

    ERIC Educational Resources Information Center

    Mohammadpour, Ebrahim; Shekarchizadeh, Ahmadreza; Kalantarrashidi, Shojae Aldin

    2015-01-01

    The authors aimed to investigate the variability in science achievement as a function of student-, school- and country-level factors. Achievement scores of 134,123 eighth-grade students from 4,511 schools of 29 countries who participated in the 2007 Trends in International Mathematics and Science Study were analyzed. Multilevel modeling results…

  14. Pacific CRYSTAL Project: Explicit Literacy Instruction Embedded in Middle School Science Classrooms

    ERIC Educational Resources Information Center

    Anthony, Robert J.; Tippett, Christine D.; Yore, Larry D.

    2010-01-01

    Science literacy leading to fuller and informed participation in the public debate about science, technology, society, and environmental (STSE) issues that produce justified decisions and sustainable actions is the shared and central goal of the Pacific CRYSTAL Project. There is broad agreement by science education researchers that learners need…

  15. Moving beyond the Page in Content Area Literacy: Comprehension Instruction for Multimodal Texts in Science

    ERIC Educational Resources Information Center

    Wilson, Amy Alexandra

    2008-01-01

    Using a science lesson on lunar phases as a basis for discussion, the author suggests ways that teachers can provide literacy instruction on multimodal texts in science. The author asserts that multiple representations are central to the discipline of science, and that students require explicit instruction on how to critically read, evaluate, and…

  16. From Science Studies to Scientific Literacy: A View from the Classroom

    ERIC Educational Resources Information Center

    Allchin, Douglas

    2014-01-01

    The prospective virtues of using history and philosophy of science in science teaching have been pronounced for decades. Recently, a role for nature of science in supporting scientific literacy has become widely institutionalized in curriculum standards internationally. This short review addresses these current needs, highlighting the concrete…

  17. The role of text placement as a mechamism to increase science literacy

    NASA Astrophysics Data System (ADS)

    Young, Erica L.

    The United States has fallen behind other countries in terms of science literacy which has had a negative impact in terms of people having jobs in the Science, Technology, Engineering, and Mathematic fields. Reforms have been made to start to address this problem through the adoption of Common Core and Next Generation Science Standards to help students become better critical thinkers and independent learners that prepares students to be college and career ready. This study focuses on how can we effectively merge the body of research related to how students learn science and facilitate an experience where text is used in a meaningful way to promote science literacy. Eighth grade students were split into two groups: one group used literature before inquiry and the other after inquiry. This study assesses the timing text is introduced on dislodging students' misconceptions and their ability to write evidence-based argument through a density unit to promote science literacy.

  18. The Role of Emotional Factors in Building Public Scientific Literacy and Engagement with Science

    NASA Astrophysics Data System (ADS)

    Lin, Huann-shyang; Hong, Zuway-R.; Huang, Tai-Chu

    2012-01-01

    This study uses the database from an extensive international study on 15-year-old students (N = 8,815) to analyze the relationship between emotional factors and students' scientific literacy and explore the potential link between the emotions of the students and subsequent public engagement with science. The results revealed that students' scientific literacy is significantly correlated with their interest, enjoyment, and engagement in science learning (p < 0.001). The groups of students with high levels of emotional factors outperform their medium- and low-level counterparts in scientific literacy. Additional comparisons of emotions during science learning between these students and the adult population from another study indicate a number of similarities with the exception that the adults are more involved in learning science through television. It is suggested that improving the emotions that current students experience when learning science is more likely to enhance future public engagement in science-related issues.

  19. Identifying Predictors of Achievement in the Newly Defined Information Literacy: A Neural Network Analysis

    ERIC Educational Resources Information Center

    Sexton, Randall; Hignite, Michael; Margavio, Thomas M.; Margavio, Geanie W.

    2009-01-01

    Information Literacy is a concept that evolved as a result of efforts to move technology-based instructional and research efforts beyond the concepts previously associated with "computer literacy." While computer literacy was largely a topic devoted to knowledge of hardware and software, information literacy is concerned with students' abilities…

  20. Information Literacy, "New" Literacies, and Literacy

    ERIC Educational Resources Information Center

    Buschman, John

    2009-01-01

    Literacy was once thought to be well understood and well defined. However, it has been argued that the digital world has disrupted previous notions of literacy, supplanting them with "new" forms of literacies--first in various new literacy studies and now in the library and information science (LIS) scholarship as it applies to information…

  1. The Contribution of Trade Books to Early Science Literacy: In and Out of School

    NASA Astrophysics Data System (ADS)

    Schroeder, Meadow; McKeough, Anne; Graham, Susan; Stock, Hayli; Bisanz, Gay

    2009-03-01

    Lifelong science literacy begins with attitudes and interests established early in childhood. The use of trade books (i.e., a literary work intended for sale to the general public) in North American school classrooms to support the development of science literacy invites an examination of the quality of science content disseminated to students. A total of 116 trade books were examined to: (a) determine the degree to which science trade books complement expected science knowledge outcomes outlined in school curricula, and (b) compare trade book content to the goals of scientific literacy. Analysis across four science topics, Dinosaurs, Space, Inheritance, and Growth and Life Properties, revealed that this body of children’s literature is inconsistent in its coverage of curricular goals and elements of scientific literacy. Because trade books represent children’s first exposure to science, these shortcomings should be addressed if these books are to be maximally effective in promoting science literacy. Implications for using trade books in the classroom are discussed.

  2. Assessing the impact participation in science journalism activities has on scientific literacy among high school students

    NASA Astrophysics Data System (ADS)

    Farrar, Cathy

    As part of the National Science Foundation Science Literacy through Science Journalism (SciJourn) research and development initiative (http://www.scijourn.org ; Polman, Saul, Newman, and Farrar, 2008) a quasi-experimental design was used to investigate what impact incorporating science journalism activities had on students' scientific literacy. Over the course of a school year students participated in a variety of activities culminating in the production of science news articles for Scijourner, a regional print and online high school science news magazine. Participating teachers and SciJourn team members collaboratively developed activities focused on five aspects of scientific literacy: placing information into context, recognizing relevance, evaluating factual accuracy, use of multiple credible sources and information seeking processes. This study details the development process for the Scientific Literacy Assessment (SLA) including validity and reliability studies, evaluates student scientific literacy using the SLA, examines student SLA responses to provide a description of high school students' scientific literacy, and outlines implications of the findings in relation to the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) and classroom science teaching practices. Scientifically literate adults acting as experts in the assessment development phase informed the creation of a scoring guide that was used to analyze student responses. Experts tended to draw on both their understanding of science concepts and life experiences to formulate answers; paying close attention to scientific factual inaccuracies, sources of information, how new information fit into their view of science and society as well as targeted strategies for information seeking. Novices (i.e., students), in contrast, tended to ignore factual inaccuracies, showed little understanding about source credibility and suggested

  3. The relationship of student achievement to learning elementary science outdoors

    NASA Astrophysics Data System (ADS)

    Rich, Steve Anthony

    The purpose of this study was to investigate the relationship between teaching elementary science outdoors and student achievement on science standards. The study also considered student attitudes toward learning outdoors in the schoolyard and their achievement on a science standard appropriate for teaching outdoors. The seminal work in the field (Louv, 2005) created the phrase "nature deficit disorder" to describe the condition of children that spend little time outdoors learning from and playing in nature. Five fourth grade classes took part in outdoor instruction on particular standards after taking an attitudinal survey on learning outdoors and a pretest on the science content. Both measures were repeated after outdoor instruction. The hypotheses of the study were that students receiving outdoor instruction demonstrate improved science achievement and that student attitudes towards learning science outdoors has a significant impact on student achievement related to a science standard. The results of the study indicate a gain in student achievement followed the outdoor science lessons, allowing the research to accept the hypothesis as valid. However, the study found that student attitude toward learning science outdoors was not a significant factor in predicting gains in student achievement.

  4. Structure of Black Male Students Academic Achievement in Science

    NASA Astrophysics Data System (ADS)

    Rascoe, Barbara

    Educational policies and practices have been largely unsuccessful in closing the achievement gap between Black and White students "Schwartz, 2001". This achievement gap is especially problematic for Black students in science "Maton, Hrabrowski, - Schmitt, 2000. Given the fact that the Black-White achievement gap is still an enigma, the purpose of this article is to address the Black female-Black male academic achievement gap in science majors. Addressing barriers that Black male students may experience as college science and engineering majors, this article presents marketing strategies relative to politics, emotional intelligence, and issues with respect to how science teaching, and Black male students' responses to it, are different. Many Black male students may need to experience a paradigm shift, which structures and enhances their science achievement. Paradigm shifts are necessary because exceptional academic ability and motivation are not enough to get Black males from their first year in a science, technology, education, and mathematics "STEM" major to a bachelor's degree in science and engineering. The conclusions focus on the balance of truth-slippery slopes concerning the confluence of science teachers' further ado and Black male students' theories, methods, and values that position their academic achievement in science and engineering majors.

  5. Science writing heurisitc: A writing-to-learn strategy and its effect on student's science achievement, science self-efficacy, and scientific epistemological view

    NASA Astrophysics Data System (ADS)

    Caukin, Nancy S.

    The purpose of this mixed-methods study was to determine if employing the writing-to-learn strategy known as a "Science Writing Heuristic" would positively effect students' science achievement, science self-efficacy, and scientific epistemological view. The publications Science for All American, Blueprints for Reform: Project 2061 (AAAS, 1990; 1998) and National Science Education Standards (NRC 1996) strongly encourage science education that is student-centered, inquiry-based, active rather than passive, increases students' science literacy, and moves students towards a constructivist view of science. The capacity to learn, reason, problem solve, think critically and construct new knowledge can potentially be experienced through writing (Irmscher, 1979; Klein, 1999; Applebee, 1984). Science Writing Heuristic (SWH) is a tool for designing science experiences that move away from "cookbook" experiences and allows students to design experiences based on their own ideas and questions. This non-traditional classroom strategy focuses on claims that students make based on evidence, compares those claims with their peers and compares those claims with the established science community. Students engage in reflection, meaning making based on their experiences, and demonstrate those understandings in multiple ways (Hand, 2004; Keys et al, 1999, Poock, nd.). This study involved secondary honors chemistry students in a rural prek-12 school in Middle Tennessee. There were n = 23 students in the group and n = 8 in the control group. Both groups participated in a five-week study of gases. The treatment group received the instructional strategy known as Science Writing Heuristic and the control group received traditional teacher-centered science instruction. The quantitative results showed that females in the treatment group outscored their male counterparts by 11% on the science achievement portion of the study and the males in the control group had a more constructivist scientific

  6. Parent involvement and science achievement: A latent growth curve analysis

    NASA Astrophysics Data System (ADS)

    Johnson, Ursula Yvette

    This study examined science achievement growth across elementary and middle school and parent school involvement using the Early Childhood Longitudinal Study - Kindergarten Class of 1998--1999 (ECLS-K). The ECLS-K is a nationally representative kindergarten cohort of students from public and private schools who attended full-day or half-day kindergarten class in 1998--1999. The present study's sample (N = 8,070) was based on students that had a sampling weight available from the public-use data file. Students were assessed in science achievement at third, fifth, and eighth grades and parents of the students were surveyed at the same time points. Analyses using latent growth curve modeling with time invariant and varying covariates in an SEM framework revealed a positive relationship between science achievement and parent involvement at eighth grade. Furthermore, there were gender and racial/ethnic differences in parents' school involvement as a predictor of science achievement. Findings indicated that students with lower initial science achievement scores had a faster rate of growth across time. The achievement gap between low and high achievers in earth, space and life sciences lessened from elementary to middle school. Parents' involvement with school usually tapers off after elementary school, but due to parent school involvement being a significant predictor of eighth grade science achievement, later school involvement may need to be supported and better implemented in secondary schooling.

  7. Pasifika Students: Teachers and Parents Voice Their Perceptions of What Provides Supports and Barriers to Pasifika Students' Achievement in Literacy and Learning

    ERIC Educational Resources Information Center

    Fletcher, Jo; Parkhill, Faye; Fa'afoi, Amosa; Taleni, Leali'ie'e Tufulasi; O'Regan, Bridget

    2009-01-01

    The changing ethnic population of schools in New Zealand challenges our educators to respond proactively in reviewing how students from minority groups develop effective literacy and learning skills. Pasifika students' achievement levels in literacy, particularly reading and writing literacy, has been an area of national focus for the Ministry of…

  8. Using In-Depth Science Instruction to Accelerate Student Achievement in Science and Reading Comprehension in Grades 1-2

    ERIC Educational Resources Information Center

    Vitale, Michael R.; Romance, Nancy R.

    2012-01-01

    This study focused on accelerating development of science knowledge and understanding at the primary level (grades 1-2) as a means for enhancing reading comprehension (i.e. early literacy). An adaptation of a grade 3-5 cognitive-science-based, instructional model ("Science IDEAS") that integrated science with reading and writing, this year-long…

  9. Achieving Open Access to Conservation Science

    PubMed Central

    Fuller, Richard A; Lee, Jasmine R; Watson, James E M

    2014-01-01

    Conservation science is a crisis discipline in which the results of scientific enquiry must be made available quickly to those implementing management. We assessed the extent to which scientific research published since the year 2000 in 20 conservation science journals is publicly available. Of the 19,207 papers published, 1,667 (8.68%) are freely downloadable from an official repository. Moreover, only 938 papers (4.88%) meet the standard definition of open access in which material can be freely reused providing attribution to the authors is given. This compares poorly with a comparable set of 20 evolutionary biology journals, where 31.93% of papers are freely downloadable and 7.49% are open access. Seventeen of the 20 conservation journals offer an open access option, but fewer than 5% of the papers are available through open access. The cost of accessing the full body of conservation science runs into tens of thousands of dollars per year for institutional subscribers, and many conservation practitioners cannot access pay-per-view science through their workplace. However, important initiatives such as Research4Life are making science available to organizations in developing countries. We urge authors of conservation science to pay for open access on a per-article basis or to choose publication in open access journals, taking care to ensure the license allows reuse for any purpose providing attribution is given. Currently, it would cost $51 million to make all conservation science published since 2000 freely available by paying the open access fees currently levied to authors. Publishers of conservation journals might consider more cost effective models for open access and conservation-oriented organizations running journals could consider a broader range of options for open access to nonmembers such as sponsorship of open access via membership fees. Obtención de Acceso Abierto a la Ciencia de la Conservación Resumen La ciencia de la conservación es una

  10. The (mis)Alignment of the Earth Science Literacy Principles to the National Science Education Standards

    NASA Astrophysics Data System (ADS)

    Ladue, N.; Clark, S.; Thompson, J.; Beckendorf, K.; Wysession, M. E.

    2009-12-01

    The initiative to develop the Earth Science Literacy Principles (ESLP) was an effort to encourage community consensus about the Big Ideas in the Earth Sciences, especially in the solid-earth and hydrologic geosciences. The Principles have been aligned to the National Science Education Standards (NSES) in order to make them more useable for curriculum developers, textbook writers and K-12 educators. The alignment demonstrates that much of the content that is highly valued in the NSES involving Earth and Space Science is not related to the fundamental concepts in the ESLP. Surprisingly, the greatest alignment of concepts in the ESLP is to standards related to Personal and Societal Perspectives in the NSES. Analysis of the alignment demonstrates the highly interdisciplinary nature of the Earth sciences in addressing standards related to Physical Science, Life Science, and Science and Technology in addition to those previously mentioned. An in-depth analysis will follow to examine content valued by the NSES that has been left out of the ESLP, as well as the converse.

  11. Literacy Strategies in the Science Classroom The Influence of Teacher Cognitive Resources on Implementation

    NASA Astrophysics Data System (ADS)

    Mawyer, Kirsten Kamaile Noelani

    Scientific literacy is at the heart of science reform (AAAS, 1989; 1993: NRC, 1996). These initiatives advocate inquiry-based science education reform that promotes scientific literacy as the prerequisite ability to both understand and apply fundamental scientific ideas to real-world problems and issues involving science, technology, society and the environment. It has been argued that literacy, the very ability to read and write, is foundational to western science and is essential for the attainment of scientific literacy and the reform of science education in this country (Norris & Phillips, 2004). With this wave of reform comes the need to study initiatives that seek to support science teachers, as they take on the task of becoming teachers of literacy in the secondary science classroom. This qualitative research examines one such initiative that supports and guides teachers implementing literacy strategies designed to help students develop reading skills that will allow them to read closely, effectively, and with greater comprehension of texts in the context of science. The goal of this study is to gather data as teachers learn about literacy strategies through supports built into curricular materials, professional development, and implementation in the classroom. In particular, this research follows four secondary science teachers implementing literacy strategies as they enact a yearlong earth and environmental science course comprised of two different reform science curricula. The findings of this research suggest teacher's development of teacher cognitive resources bearing on Teaching & Design can be dynamic or static. They also suggest that the development of pedagogical design capacity (PDC) can be either underdeveloped or emergent. This study contributes to current understandings of the participatory relationship between curricular resources and teacher cognitive resources that reflects the design decision of teachers. In particular, it introduces a

  12. Self-reflection, gender and science achievement

    NASA Astrophysics Data System (ADS)

    Shoop, Kathleen A.

    Drawing on socio-cognitive learning theory, this study compared achievement scores of 134 male and female high school biology students randomly assigned to groups which either used self-reflection, used self-reflection and received feedback, or did not self-reflect. Following a pretest, the teacher provided self-reflection strategy instruction to students in the two intervention groups and then subsequently provided in-class self-reflection time for these groups. The posttest concluded the unit; the retention measure was five weeks later. A quasi-experimental 3 x 3 x 2 (time x intervention x gender) factorial repeated-measures control group design was used for this study; a repeated measures ANOVA and several one-way ANOVA's were used to answer the research questions. Results from the repeated-measures ANOVA revealed significant results for Time and Time x Intervention, with the reflection group demonstrating significantly lower gains from pretest to posttest than the other two groups. The ANOVA examining differences between those who reflected and those who reflected and received feedback provided significant results with similar results for the difference between the control group and the reflection group. For teachers and students this study provides several areas of practical significance. Primarily, teachers may find lower student achievement if students regularly self-reflect but do not receive feedback for their reflection.

  13. The relationship between urban middle school students' interest in science, perceptions of science teachers, and achievement in science

    NASA Astrophysics Data System (ADS)

    Onwumere, Everett Anayo

    There is currently a serious problem in secondary science education in the United States. This statement is based on the National Science Foundation's report stating that, when compared to students from other industrialized nations, the nation's students, on the average, still rank near the bottom in science and mathematics achievement. This background is the backbone of the problem for this study. This study investigated learner variables suspected to play a role in science instruction at the middle school level, and related them to achievement in science classroom. Among these variables, students' interest in science (attitude toward science), and perceptions of science teachers (feelings toward science teachers' characteristics) have received considerable attention from researchers over the years. Each of these two variables could be related to students' achievement in science. This study investigated the nature of these relationships. Two instruments were used to collect the data. The Scientific Attitude Inventory II (SAI II) was used to collect data on students' science interest. The Questionnaire for Teacher Interactions (QTI) was used to collect data on students' perceptions of science teachers. The students' teacher-assigned science grades were used as the measure of students' achievement in science. The Pearson Product-Moment Correlation and Multiple Regression statistics were used to analyze the data. The following conclusions were made based on the results: (1) Students' interest in science is not a sufficient predictor of students' achievement in science. (2) Students' perception of science teachers is an important determinant of students' achievement in science. (3) The combined effects of students' interest in science and perceptions of science teachers on students' achievement in science were significant. (4) There was a relationship between female middle school students' interest in science and their achievement in science. (5) For the male middle

  14. Evaluation of Seeds of Science/Roots of Reading: Effective Tools for Developing Literacy through Science in the Early Grades-Light Energy Unit. CRESST Report 781

    ERIC Educational Resources Information Center

    Goldschmidt, Pete; Jung, Hyekyung

    2011-01-01

    This evaluation focuses on the Seeds of Science/Roots of Reading: Effective Tools for Developing Literacy through Science in the Early Grades ("Seeds/Roots") model of science-literacy integration. The evaluation is based on a cluster randomized design of 100 teachers, half of which were in the treatment group. Multi-level models are employed to…

  15. The Effects of Reciprocal Teaching on the Science Literacy of Intermediate Elementary Students in Inclusive Science Classes

    ERIC Educational Resources Information Center

    DiLorenzo, Kim E.

    2010-01-01

    Intermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009,…

  16. Science education as a pathway to teaching language literacy: a critical book review

    NASA Astrophysics Data System (ADS)

    Tolbert, Sara

    2011-03-01

    In this paper, I present a critical review of the recent book, Science Education as a Pathway to Teaching Language Literacy, edited by Alberto J. Rodriguez. This volume is a timely collection of essays in which the authors bring to attention both the successes and challenges of integrating science instruction with literacy instruction (and vice versa). Although several themes in the book merit further attention, a central unifying issue throughout all of the chapters is the task of designing instruction which (1) gives students access to the dominant Discourses in science and literacy, (2) builds on students' lived experiences, and (3) connects new material to socially and culturally relevant contexts in both science and literacy instruction— all within the high stakes testing realities of teachers and students in public schools. In this review, I illustrate how the authors of these essays effectively address this formidable challenge through research that `ascends to the concrete'. I also discuss where we could build on the work of the authors to integrate literacy and science instruction with the purpose of `humanizing and democratizing' science education in K-12 classrooms.

  17. Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention

    NASA Astrophysics Data System (ADS)

    Shaw, Jerome M.; Lyon, Edward G.; Stoddart, Trish; Mosqueda, Eduardo; Menon, Preetha

    2014-08-01

    This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project's impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes.

  18. Science and scientific literacy vs science and scientific awareness through basic physics lectures: A study of wish and reality

    NASA Astrophysics Data System (ADS)

    Rusli, Aloysius

    2012-06-01

    Scientific literacy was already discussed in the 1950s, as a prerequisite for the general citizen in a world increasingly served and infused by science and technology: the so-called knowledge or learning society. This kind of literacy has been described in detail by Victor Showalter in 1975, expanded by others, and later defined succinctly by the OECD in 2003. As a complement, science literacy is described also by the National Science Digital Library (NSDL) as a content knowledge needed in setting up practical models for handling daily matters with science and engineering. These important and worthy aims were studied, and compared with reality and existing conditions. One hypothesis put forward and argued for is, that it is more realistic, considering existing trends, to aim for scientific and science awareness for the general student, while scientific and science literacy remain important and worthy aims for the common good of the global community, and important to be strived for by teachers, lecturers and intellectuals. The Basic Physics lectures can also lend themselves usefully for the more realistic aim, due to the science-based nature of the present knowledge society.

  19. Computer Attitude, Ownership and Use as Predictors of Computer Literacy of Science Teachers in Nigeria

    ERIC Educational Resources Information Center

    Ogunkola, Babalola J.

    2008-01-01

    This study investigated the effect of computer attitude, ownership and use on the computer literacy of science teachers in Nigeria. One hundred and twenty (120) science teachers drawn from the four political divisions of Ogun State, Nigeria were used for the study. Two valid and reliable instruments namely Computer Attitude, Ownership and Use…

  20. Computer Literacy for Life Sciences: Helping the Digital-Era Biology Undergraduates Face Today's Research

    ERIC Educational Resources Information Center

    Smolinski, Tomasz G.

    2010-01-01

    Computer literacy plays a critical role in today's life sciences research. Without the ability to use computers to efficiently manipulate and analyze large amounts of data resulting from biological experiments and simulations, many of the pressing questions in the life sciences could not be answered. Today's undergraduates, despite the ubiquity of…

  1. Country, School and Students Factors Associated with Extreme Levels of Science Literacy across 25 Countries

    ERIC Educational Resources Information Center

    Alivernini, F.; Manganelli, S.

    2015-01-01

    A huge gap in science literacy is between students who do not show the competencies that are necessary to participate effectively in life situations related to science and technology and students who have the skills which would give them the potential to create new technology. The objective of this paper is to identify, for 25 countries, distinct…

  2. Developing a Culture of Collaboration: A Departmental Exploration of Science Literacy at Sunset School

    ERIC Educational Resources Information Center

    Miller, Tamara Jill

    2012-01-01

    This paper presents the results of a study that examined the effects of using an action research process to explore science teachers' views on science literacy as well as improve collaboration among department members. Data were collected by documenting the action research process and interviewing teachers at a suburban K-12 school in Southern…

  3. Laboratory Logistics: Strategies for Integrating Information Literacy Instruction into Science Laboratory Classes

    ERIC Educational Resources Information Center

    Gregory, Kathleen

    2013-01-01

    Active learning is a hallmark of the traditional science laboratory class, making it a natural place for librarians to integrate active information literacy instruction. The course structure of science lab classes, particularly large entry-level undergraduate classes, can make the logistics of such integration a challenge. This paper presents two…

  4. Scientific Literacy: A Non-Traditional Approach to Science for Students Outside of Technical Fields.

    ERIC Educational Resources Information Center

    Shotwell, R. Allen

    Although the goal of science courses for non-majors should be to increase the scientific literacy of students, many such courses become watered down versions of courses in the major and do not provide enough depth to make science meaningful to students. At the Wabash Valley Region campus of Ivy Tech State College, in Indiana, a project was…

  5. Argumentation in a Socioscientific Context and Its Influence on Fundamental and Derived Science Literacies

    ERIC Educational Resources Information Center

    Chin, Chi-Chin; Yang, Wei-Cheng; Tuan, Hsiao-Lin

    2016-01-01

    This study explored the effects of arguing to learn in a socioscientific context on the fundamental and derived components of reading, writing, and science understanding as integral parts of science literacy. We adopted mixed-methods in which the 1-group pretest-posttest design with supplemental interviews and questionnaires. The pretest evaluated…

  6. Scientific Literacy of Hong Kong Students and Instructional Activities in Science Classrooms

    ERIC Educational Resources Information Center

    Yip, Din-Yan; Cheung, Derek

    2004-01-01

    In this study, instructional activities in science classrooms are examined in order to collect evidence to account for the strengths and weaknesses of Hong Kong students in scientific literacy as reported in the PISA 2000 project. The study consists of a questionnaire survey on the perceptions of classroom climate of science lessons of 17,616…

  7. Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and Practice

    ERIC Educational Resources Information Center

    Saul, E. Wendy

    2004-01-01

    This collection brings together the best minds in education to explore the literacy-science connection and to reduce the lack of understanding between the science and humanities communities. The articles cover a range of topics and perspectives, from quasitheoretical pieces and literature reviews to case studies and evaluations of particular…

  8. Mathematics, Engineering Science Achievement (MESA). Washington's Community and Technical Colleges

    ERIC Educational Resources Information Center

    Washington State Board for Community and Technical Colleges, 2014

    2014-01-01

    Growing Science, Technology, Education, and Mathematics (STEM) talent Washington MESA--Mathematics Engineering Science Achievement--helps under-represented community college students excel in school and ultimately earn STEM bachelor's degrees. MESA has two key programs: one for K-12 students, and the other for community and technical college…

  9. Examining Classroom Interactions Related to Difference in Students' Science Achievement.

    ERIC Educational Resources Information Center

    Zady, Madelon F.; Portes, Pedro R.; Ochs, V. Dan

    2003-01-01

    Examines the cognitive supports that underlie achievement in science using a cultural historical framework and the activity setting (AS) construct with five features: personnel, motivation, scripts, task demands, and beliefs. Reports four emergent phenomena--science activities, the building of learning, meaning in lessons, and the conflict over…

  10. Identifying Factors Influencing Computer Science Aptitude and Achievement.

    ERIC Educational Resources Information Center

    Konvalina, John; And Others

    1983-01-01

    Examines the effects of high school performance, high school and university mathematics background, previous computer experience, and age on computer science aptitude and achievement as measured by a computer science aptitude test and final exam respectively. Methodology and analysis of results by stepwise regression are presented. (EAO)

  11. Strategies for Science Student Achievement & Productive School Management

    ERIC Educational Resources Information Center

    Johnson, William L.

    2010-01-01

    There is an increasing literature pertaining to student achievement and school productivity. This session will present school and classroom strategies used in high school science classes at Robert E. Lee High School (5A) in Tyler, Texas. This year, 84% of the students at Lee passed the science TAKS test. Lee is also ranked in the top 1500 high…

  12. Early Literacy Achievement of Children with a History of Speech Problems

    ERIC Educational Resources Information Center

    Hesketh, Anne

    2004-01-01

    Background: There are conflicting reports in the research literature of the literacy outcome of children with speech disorder. The link between phonological awareness and literacy in typically developing and literacy delayed children is well established, but there is less research specifically into children with an isolated speech disorder (i.e.…

  13. Can Academic Standards Boost Literacy and Close the Achievement Gap? Policy Brief, Fall 2012

    ERIC Educational Resources Information Center

    Haskins, Ron; Murnane, Richard; Sawhill, Isabel; Snow, Catherine

    2012-01-01

    Good jobs in the nation's twenty-first-century economy require advanced literacy skills such as categorizing, evaluating, and drawing conclusions from written texts. The adoption of the Common Core State Standards by nearly all the states, combined with tough literacy assessments that are now in the offing, will soon reveal that literacy skills of…

  14. A Long-Term Study of Science Literacy and Attitudes Towards Science: Comparing Survey Responses of Undergraduates to Scientists

    NASA Astrophysics Data System (ADS)

    Buxner, Sanlyn; Impey, C.; Tijerino, K.; Antonellis, J.; Collaboration of Astronomy Teaching Scholars CATS

    2012-01-01

    Drawing from a database of over 10,000 undergraduate student responses to a science literacy survey, derived from policy driven projects (e.g. NSF Science Indicators), we have explored the change in students’ understandings and beliefs about science and technology from 1989 to 2011. Our analysis has revealed little change in students’ science literacy scores over twenty-two years. In addition, student demographic variables, including major and number of science courses completed, predicts less than 10% of the variance in students’ overall science literacy scores. Recently, we have analyzed students’ responses to four open-ended questions and compared their ideas to those of scientists asked the same questions. A word count analysis showed that when describing what it means to study something scientifically, students used the words "hypothesis", "study", "method", "test", and "experiment” the most. Surprisingly, scientists used the same words the most when answering the same question on a similar survey. In contrast, other words that scientists considered to be important in describing how to study something scientifically such as "creativity” and "imagination” were mentioned by only eleven students across the twenty-two years. Overall, there is evidence that non-science major students are able to describe science using many of the words we consider to be important in science although not in the same way as scientists. We describe implications of assessing student science literacy and learning what our students know about specific topics in science. This material is based in part upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

  15. Growing minds: The effect of school gardening programs on the science achievement of elementary students

    NASA Astrophysics Data System (ADS)

    Klemmer, Cynthia Davis

    Science literacy refers to a basic knowledge and understanding of science concepts and processes needed to consider issues and make choices on a daily basis in an increasingly technology-driven society. A critical precursor to producing science literate adults is actively involving children in science while they are young. National and state (TX) science standards advocate the use of constructivist methods including hands-on, experiential activities that foster the development of science process skills through real-world investigations. School gardens show promise as a tool for implementing these guidelines by providing living laboratories for active science. Gardens offer opportunities for a variety of hands-on investigations, enabling students to apply and practice science skills. School gardens are increasing in popularity; however, little research data exists attesting to their actual effectiveness in enhancing students' science achievement. The study used a quasi-experimental posttest-only research design to assess the effects of a school gardening program on the science achievement of 3rd, 4th, and 5th grade elementary students. The sample consisted of 647 students from seven elementary schools in Temple, Texas. The experimental group participated in school gardening activities as part of their science curriculum. The control group did not garden and were taught using traditional classroom-based methods. Results showed higher scores for students in the experimental group which were statistically significant. Post-hoc tests using Scheffe's method revealed that these differences were attributed to the 5th grade. No statistical significance was found between girls and boys in the experimental group, indicating that gardening was equally effective for both genders. Within each gender, statistical significance was found between males in the experimental and control groups at all three grade levels, and for females in the 5 th grade. This research indicated that

  16. Effects of a Collaborative Science Intervention on High Achieving Students' Learning Anxiety and Attitudes toward Science

    ERIC Educational Resources Information Center

    Hong, Zuway-R.

    2010-01-01

    This study investigated the effects of a collaborative science intervention on high achieving students' learning anxiety and attitudes toward science. Thirty-seven eighth-grade high achieving students (16 boys and 21 girls) were selected as an experimental group who joined a 20-week collaborative science intervention, which integrated and utilized…

  17. The impacts of an invasive species citizen science training program on participant attitudes, behavior, and science literacy.

    PubMed

    Crall, Alycia W; Jordan, Rebecca; Holfelder, Kirstin; Newman, Gregory J; Graham, Jim; Waller, Donald M

    2013-08-01

    Citizen science can make major contributions to informal science education by targeting participants' attitudes and knowledge about science while changing human behavior towards the environment. We examined how training associated with an invasive species citizen science program affected participants in these areas. We found no changes in science literacy or overall attitudes between tests administered just before and after a one-day training program, matching results from other studies. However, we found improvements in science literacy and knowledge using context-specific measures and in self-reported intention to engage in pro-environmental activities. While we noted modest change in knowledge and attitudes, we found comparison and interpretation of these data difficult in the absence of other studies using similar measures. We suggest that alternative survey instruments are needed and should be calibrated appropriately to the pre-existing attitudes, behavior, and levels of knowledge in these relatively sophisticated target groups. PMID:23825234

  18. The Influence of Mind Mapping on Eighth Graders' Science Achievement

    ERIC Educational Resources Information Center

    Abi-El-Mona, Issam; Adb-El-Khalick, Fouad

    2008-01-01

    This study assessed the influence of using mind maps as a learning tool on eighth graders' science achievement, whether such influence was mediated by students' prior scholastic achievement, and the relationship between students' mind maps and their conceptual understandings. Sixty-two students enrolled in four intact sections of a grade 8 science…

  19. Computer Use and Science Achievement: Linking Science Standards and the Assessments. Monograph Series.

    ERIC Educational Resources Information Center

    Miller-Whitehead, Marie

    This study examined state and national benchmarks and standards for K-12 science instruction, curricular goals, and objectives for K-12 science, state, and national assessments that measure student achievement in science and student use of computers and technology for science in grades K-12. The study used survey data and student achievement…

  20. Dimensions of Literacy Leadership: An Analysis of Middle-Level Principals' Literacy Leadership Proficiencies and Student Reading Achievement

    ERIC Educational Resources Information Center

    Edwards, Jannette M.

    2010-01-01

    This study was designed to determine the extent to which middle-level principals reported the use of literacy leadership dimensions and whether or not a predictive relationship exists between the use of these dimensions and student reading proficiency in Grades 6 through 8 in Region 2 in the Commonwealth of Virginia. Also examined was the…

  1. Parent Involvement Practices of High-Achieving Elementary Science Students

    NASA Astrophysics Data System (ADS)

    Waller, Samara Susan

    This study addressed a prevalence of low achievement in science courses in an urban school district in Georgia. National leaders and educators have identified the improvement of science proficiency as critical to the future of American industry. The purpose of this study was to examine parent involvement in this school district and its contribution to the academic achievement of successful science students. Social capital theory guided this study by suggesting that students achieve best when investments are made into their academic and social development. A collective case study qualitative research design was used to interview 9 parent participants at 2 elementary schools whose children scored in the exceeds category on the Science CRCT. The research questions focused on what these parents did at home to support their children's academic achievement. Data were collected using a semi-structured interview protocol and analyzed through the categorical aggregation of transcribed interviews. Key findings revealed that the parents invested time and resources in 3 practices: communicating high expectations, supporting and developing key skills, and communicating with teachers. These findings contribute to social change at both the local and community level by creating a starting point for teachers, principals, and district leaders to reexamine the value of parent input in the educational process, and by providing data to support the revision of current parent involvement policies. Possibilities for further study building upon the findings of this study may focus on student perceptions of their parents' parenting as it relates to their science achievement.

  2. The Relationship between Biblical Literacy, Academic Achievement, and School Behavior among Christian- and Public-School Students

    ERIC Educational Resources Information Center

    Jeynes, William H.

    2009-01-01

    This study assessed the relationship between Bible literacy among secondary school students and their academic achievement and school behavior. A total of 160 students who attended either Christian or public schools in the 7th to 12th grade were randomly selected for the study sample. Three measures of Bible knowledge were combined to obtain an…

  3. Learning Journeys: Learners' Voice. North East Learners' Views on Progress and Achievement in Literacy and Numeracy. Summary Research Report

    ERIC Educational Resources Information Center

    Gregson, Maggie; Spedding, Trish; Banks, Andy; Stewart, Jennifer; Staley, Jim; Edmonds, Catherine

    2004-01-01

    This report describes the processes and findings of a north east Learning and Skills Development Agency (LSDA) research project. This was a collaborative research study, which followed from a similar, much larger project in the north west, which looked into how learners view their own progress and achievement in the acquisition of literacy and…

  4. Predicting First Grade Reading Achievement for Spanish-Speaking Kindergartners: Is Early Literacy Screening in English Valid?

    ERIC Educational Resources Information Center

    Ford, Karen L.; Invernizzi, Marcia A.; Huang, Francis

    2014-01-01

    This study explored the viability of using kindergarten measures of phonological awareness, alphabet knowledge, and orthographic knowledge, administered in English, to predict first grade reading achievement of Spanish-speaking English language learners. The primary research question was: Do kindergarten measures of early literacy skills in…

  5. Quality Science Teacher Professional Development and Student Achievement

    NASA Astrophysics Data System (ADS)

    Dubner, J.

    2007-12-01

    Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

  6. Oceanus and Ohio: Undergraduates "school" to online marine science class to increase their ocean literacy

    NASA Astrophysics Data System (ADS)

    Rife, G. S.

    2012-12-01

    Undergraduates in a mid-sized, mid-western and landlocked state of Ohio have kept an online marine science course marinating for over 15 years. The newly defined Ocean Literacy Standards have provided an opportunity to document the increased level of awareness of our world ocean students gain from experiencing Oceanus:The Marine Environment. The world ocean and its geophysical properties draws the interests of students in all majors. As a general education science offering it has appealed to undergraduates for nearly a decade. Oceanus: The Marine Environment began as a tele-course and transformed to an online media-driven asynchronous course over the past 15 years. The newly introduced ocean literacy standards provide a stucture to examine the pre- and post ocean literacy knowledge level of the students who enroll. Given the skeptisim that often comes with courses that are popular as not rigorous or effectively meeting content outcomes, quantitative data to suggest that imortant gains are made can be difficulty to document. A pre- and post test was developed based on the 7 Ocean Literacy Principals, and some additional measures of learning. The use of visual literacy is also included in this prentation of research findings as to the benefits of an integrated science course with the world ocean as a theme.

  7. A Study on the Relationship between Theater Arts and Student Literacy and Mathematics Achievement

    ERIC Educational Resources Information Center

    Inoa, Rafael; Weltsek, Gustave; Tabone, Carmine

    2014-01-01

    Past studies have shown positive correlations between the arts and academic achievement when the arts were integrated into the literature curriculum. Other studies have shown positive associations between the arts and other areas of the curriculum, such as mathematics and science. Considering the Theory of Change, which employs understandings in…

  8. National GDP, Science Interest and Science Achievement: A Person-by-Nation Interaction

    PubMed Central

    Drob, Elliot M. Tucker; Cheung, Amanda K.; Briley, Daniel A.

    2014-01-01

    Maximizing science achievement is a critical target of educational policy, with important implications for national and international economic and technological competitiveness. Previous research has identified both science interest and socioeconomic status (SES) as robust predictors of science achievement, but little research has examined their joint effects. In a dataset drawn from approximately 400,000 high school students from 57 countries, we document large interest by SES and interest by per capita gross domestic product (GDP) interactions in the prediction of science achievement. Student interest in science is a substantially stronger predictor of science achievement in higher socioeconomic contexts and in higher GDP nations. Our results are consistent with the hypothesis that, in higher opportunity contexts, motivational factors play larger roles in learning and achievement. They add to the growing body of evidence indicating that substantial cross national differences in psychological effect sizes are not simply a logical possibility, but in many cases, an empirical reality. PMID:25304883

  9. The Effect of Online Collaboration on Middle School Student Science Misconceptions as an Aspect of Science Literacy

    ERIC Educational Resources Information Center

    Wendt, Jillian L.; Rockinson-Szapkiw, Amanda

    2014-01-01

    This quantitative, quasi-experimental pretest/posttest control group design examined the effects of online collaborative learning on middle school students' science literacy. For a 9-week period, students in the control group participated in collaborative face-to-face activities whereas students in the experimental group participated in…

  10. Museum Exhibits and Science Literacy: Using Technical Writing and Science to Make Connections among Disciplines and Communities

    ERIC Educational Resources Information Center

    Henning, Teresa B.; Desy, Elizabeth A.

    2008-01-01

    This article presents a model for increasing science literacy of P-16 students as well as community members by engaging university students in the design and development of university museum exhibits. While the design of this project was in large part motivated by time and budget constraints faced by the faculty members involved, the positive…

  11. The science achievement of various subgroups on alternative assessment formats

    NASA Astrophysics Data System (ADS)

    Lawrenz, Frances; Huffman, Douglas; Welch, Wayne

    2001-05-01

    The purpose of this study was to examine the science achievement outcomes for different subgroups of students using different assessment formats. A nationally representative sample of approximately 3,500 ninth grade science students from 13 high schools throughout the United States completed a series of science assessments designed to measure their level of achievement on the national science education standards. All of the schools were using a curriculum designed to meet the standards. The assessments included a multiple-choice test, a written open-ended test, a hands-on lab skills test, and a hands-on full investigation. The results show that the student outcomes on the different assessment formats are more highly correlated for higher achieving students than for lower achieving students. Patterns for different cultural groups also vary by assessment format. There were no differences found for sex. The results support the notion that different assessment formats assess different competencies and that the achievement of students from different subgroups varies by assessment format.

  12. From Science Studies to Scientific Literacy: A View from the Classroom

    NASA Astrophysics Data System (ADS)

    Allchin, Douglas

    2014-09-01

    The prospective virtues of using history and philosophy of science in science teaching have been pronounced for decades. Recently, a role for nature of science in supporting scientific literacy has become widely institutionalized in curriculum standards internationally. This short review addresses these current needs, highlighting the concrete views of teachers in the classroom, eschewing ideological ideals and abstract theory. A practical perspective highlights further the roles of history and philosophy—and of sociology, too—and even broadens their importance. It also indicates the relevance of a wide range of topics and work in Science Studies now generally absent from science educational discourse. An extensive reference list is provided.

  13. Solar Science Digital Comic Series that promotes Science Literacy with Upper Elementary and Middle School Students

    NASA Astrophysics Data System (ADS)

    Kellagher, E.; Scherrer, D. K.; Buhr Sullivan, S. M.

    2013-12-01

    The SDO instruments (EVE, AIA and HMI) teams have created a digital comic book series for upper elementary and middle school students featuring solar science aficionados Camilla and Colours, 2 cool mascot characters. These comics may be printed or read on mobile devices and are available as a free download. Many teachers are looking for resources to use with their students via the IPad so our collaboration helps supply teachers with a great resource that teaches about solar concepts and helps dispel solar misconceptions. It doesn't come as a surprise to a lot of us, but a recent study confirms what's been theorized for years: Comics are a stronger learning tool than text books. Image-based storytelling is a powerful educational tool. Comics are probably more able to combine story and information simultaneously, more effectively and seamlessly, than almost any other medium. There's also a great potential to incorporate interactive elements into digital versions, so that more information can be presented on certain items on a page. For example, videos, animations and even historic footage and audio can be embedded into digital comics. Really, the possibilities are limited only by the creators' imaginations as to how to find new ways to create a rich experience that is interesting to explore for students. We are excited to unveil this new series of solar science comics that promotes science literacy with upper elementary and middle school students.

  14. Standards: Mathematics and Science Compared to Technological Literacy

    ERIC Educational Resources Information Center

    Loepp, Franzie L.

    2004-01-01

    Standards for Technological Literacy: Content for the Study of Technology was released in April 2000 by the International Technology Education Association (ITEA, 2000). This was the first attempt by the ITEA to set forth comprehensive specifications regarding what students should know and be able to do within each of four grade bands from…

  15. Paths to scientific literacy: Comparing college graduates' science traits with course-taking patterns

    NASA Astrophysics Data System (ADS)

    Marcus, Deborah Shira

    Support for scientific literacy ranges from people touting the national economic benefits of a scientifically literate citizenship to personal fulfillment from a complex field of academic rigor. Even though scientific literacy is a professed outcome of many universities' curricular guidelines, few institutions assess whether their required classes produce scientifically literate graduates. After reviewing the history of scientific literacy efforts in the United States and the few analytical tools in use, this project sought to clarify the connection between courses taken and scientific literacy educational outcomes. To accomplish this task, the responses to the National Center for Postsecondary Improvement's (NCPI) 1997 survey of 1360 students as five-year out alumni/alumnae from fifteen different colleges were compared with their respective college transcripts. The NCPI survey included inquiries into students' preparedness for a range of real-life scenarios, as well as value ratings and usage level of multiple skills and abilities. The output source also contained information on student demographics. Possible links between postsecondary education experiences and survey results were analyzed. Overall, science related outcomes improved as students took a greater number, level, and spread of science courses. The connections were strongest for level and spread of courses. However, the same inputs that had positive associations with science items had negative effects of varying magnitudes with other valued traits such as ethics and political involvement. The main result, that of recommendations for number, level, and spread of science classes that lead toward scientific literacy, is useful in many ways. Most directly, outcomes may guide colleges when designing general education requirements that effectively lead to scientifically literate graduates. More generally, the conclusions are useful for students planning their educational route and for teachers deciding which

  16. Professional Development for Reading Achievement: Results from the Collaborative Language and Literacy Instruction Project (CLLIP)

    ERIC Educational Resources Information Center

    Porche, Michelle V.; Pallante, Daniel H.; Snow, Catherine E.

    2012-01-01

    The Collaborative Language and Literacy Instruction Project (CLLIP) is a model of professional development designed to help teachers incorporate research-based practices of literacy instruction, support mastery, and sustained use of these practices through coaching, and serve as a foundation for whole-school reform efforts. We describe the model,…

  17. The Literacy Practices of Recording Achievement: How a Text Mediates between the Local and the Global

    ERIC Educational Resources Information Center

    Burgess, Amy

    2008-01-01

    The aim of this article is to show the importance of literacy practices in the implementation of education policy, using as an example the system of student assessment in adult literacy education. The author reports on an ethnographic study of the practice of planning learning and recording progress through the use of individual learning plans…

  18. The Contribution of Early Home Literacy Activities to First Grade Reading and Writing Achievements in Arabic

    ERIC Educational Resources Information Center

    Aram, Dorit; Korat, Ofra; Hassunah-Arafat, Safieh

    2013-01-01

    This longitudinal study assessed the literacy development of native Arabic-speaking children from kindergarten to the end of first grade, focusing on the role of home literacy activities (mother-child shared book reading and joint writing). The contribution of these activities in kindergarten to children's reading and writing at the end of…

  19. Improving Literacy Achievement in a High-Poverty School: Empowering Classroom Teachers through Professional Development

    ERIC Educational Resources Information Center

    Kennedy, Eithne

    2010-01-01

    For the past decade, governments around the world have put an unprecedented focus on educational policy, to ensure the acquisition of literacy skills for all students (e.g., No Child Left Behind in the United States; the National Literacy Strategy in the United Kingdom; Delivering Equality of Opportunity in Schools in Ireland). Such initiatives…

  20. Role of Linguistic and Sociocultural Diversity in Reading Literacy Achievement: A Multilevel Approach

    ERIC Educational Resources Information Center

    Netten, Andrea; Luyten, Hans; Droop, Mienke; Verhoeven, Ludo

    2016-01-01

    This study examined how linguistic and sociocultural diversity have an impact on the reading literacy outcomes of a representative sample of 3,549 first-language (L1) and 208 second-language (L2) fourth-grade students in the Netherlands. A multilevel modelling analysis was conducted using Progress in International Reading Literacy Study 2006 data…

  1. Delicate Layers of Learning: Achieving Disciplinary Literacy Requires Continuous, Collaborative Adjustment

    ERIC Educational Resources Information Center

    Ippolito, Jacy; Dobbs, Christina L.; Charner-Laird, Megin; Lawrence, Joshua F.

    2016-01-01

    For middle and high school teachers facing the challenge of implementing the Common Core State Standards, disciplinary literacy instruction is a critical element--and one for which many are unprepared. Disciplinary literacy focuses attention on the reading, writing, and communication skills unique to each discipline (Moje, 2008; Shanahan &…

  2. Latina Mothers' Enactments of Agency: Achieving Desires through Discourses in Family Literacy

    ERIC Educational Resources Information Center

    Toso, Blaire Willson

    2010-01-01

    This qualitative study used a post-structural feminist framework to examine how the literacy and mothering discourses women encountered in a family literacy program assisted or constrained them in enacting agency. Employing a narrative approach, combined with other methodological strategies (ethnographic observations, discourse analysis of program…

  3. Computers and Traditional Teaching Practices: Factors Influencing Middle Level Students' Science Achievement and Attitudes about Science

    ERIC Educational Resources Information Center

    Odom, Arthur Louis; Marszalek, Jacob M.; Stoddard, Elizabeth R.; Wrobel, Jerzy M.

    2011-01-01

    The purpose of this study was to examine the association of middle school student science achievement and attitudes toward science with student-reported frequency of using computers to learn science and other classroom practices. Baseline comparison data were collected on the frequency of student-centred teaching practices (e.g. the use of group…

  4. Science Self-Beliefs and Science Achievement of Adolescents in Gulf Cooperation Council Countries

    ERIC Educational Resources Information Center

    Areepattamannil, Shaljan

    2012-01-01

    This study explored the predictive effects of science self-beliefs on science achievement for 24,680 13-year-old students from Gulf Cooperation Council member countries--Bahrain, Kuwait, Oman, Qatar, Saudi Arabia and the United Arab Emirates--who participated in the Trends in International Mathematics and Science Study (TIMSS) 2007. The…

  5. Investigation of Factors Affecting Students' Science Achievement According to Student Science Teachers

    ERIC Educational Resources Information Center

    Tatar, Erdal; Tüysüz, Cengiz; Tosun, Cemal; Ilhan, Nail

    2016-01-01

    In this study, it was aimed to investigate the factors affecting students' science achievement according to student science teachers. The survey model which is one of the quantitative research methods was used. The sample was consisted of total 606 student science teachers from four state universities in Turkey. The data were obtained by using the…

  6. Examining classroom interactions related to difference in students' science achievement

    NASA Astrophysics Data System (ADS)

    Zady, Madelon F.; Portes, Pedro R.; Ochs, V. Dan

    2003-01-01

    The current study examines the cognitive supports that underlie achievement in science by using a cultural historical framework (L. S. Vygotsky (1934/1986), Thought and Language, MIT Press, Cambridge, MA.) and the activity setting (AS) construct (R. G. Tharp & R. Gallimore (1988), Rousing minds to life: Teaching, learning and schooling in social context, Cambridge University Press, Cambridge, MA.) with its five features: personnel, motivations, scripts, task demands, and beliefs. Observations were made of the classrooms of seventh-grade science students, 32 of whom had participated in a prior achievement-related parent-child interaction or home study (P. R. Portes, M. F. Zady, & R. M. Dunham (1998), Journal of Genetic Psychology, 159, 163-178). The results of a quantitative analysis of classroom interaction showed two features of the AS: personnel and scripts. The qualitative field analysis generated four emergent phenomena related to the features of the AS that appeared to influence student opportunity for conceptual development. The emergent phenomenon were science activities, the building of learning, meaning in lessons, and the conflict over control. Lastly, the results of the two-part classroom study were compared to those of the home science AS of high and low achievers. Mismatches in the AS features in the science classroom may constrain the opportunity to learn. Educational implications are discussed.

  7. Relationship between home literacy environment and reading achievement in children with reading disabilities.

    PubMed

    Rashid, Fontina L; Morris, Robin D; Sevcik, Rose A

    2005-01-01

    Past research has indicated that a significant relationship exists between young children's early home literacy environment and their reading-related skills. However, this relationship has rarely been investigated among older children with reading disabilities (RD). In the present study, the relationship between parent and child home literacy activities and children's academic functioning was investigated with a sample of 65 elementary-age children with RD. The results indicated that children's home literacy activities were not significantly related to any of their academic abilities, whereas parents' home literacy activities were significantly related to children's passage comprehension and spelling scores. However, relationships between home literacy environment and reading may be different for children with and without RD. PMID:15727325

  8. Writing "Voiced" Arguments about Science Topics: Answering the CCSS Call for Integrated Literacy Instruction

    ERIC Educational Resources Information Center

    Monahan, Mary Beth

    2013-01-01

    This teacher-research study responds to the Common Core State Standards (CCSS) call for an integrated model of literacy that simultaneously builds deep content knowledge and develops students' proficiency in writing arguments in science. The author notes that while argument is a cornerstone of the CCSS writing standards, little attention is…

  9. The Role of Emotional Factors in Building Public Scientific Literacy and Engagement with Science

    ERIC Educational Resources Information Center

    Lin, Huann-shyang; Hong, Zuway-R.; Huang, Tai-Chu

    2012-01-01

    This study uses the database from an extensive international study on 15-year-old students (N = 8,815) to analyze the relationship between emotional factors and students' scientific literacy and explore the potential link between the emotions of the students and subsequent public engagement with science. The results revealed that students'…

  10. Describing Images: A Case Study of Visual Literacy among Library and Information Science Students

    ERIC Educational Resources Information Center

    Beaudoin, Joan E.

    2016-01-01

    This paper reports on a study that examined the development of pedagogical methods for increasing the visual literacy skills of a group of library and information science students. Through a series of three assignments, students were asked to provide descriptive information for a set of historical photographs and record reflections on their…

  11. A Comparative Analysis of PISA Scientific Literacy Framework in Finnish and Thai Science Curricula

    ERIC Educational Resources Information Center

    Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

    2013-01-01

    A curriculum is a master plan that regulates teaching and learning. This paper compares Finnish and Thai primary school level science curricula to the PISA 2006 Scientific Literacy Framework. Curriculum comparison was made following the procedure of deductive content analysis. In the analysis, there were four main categories adopted from PISA…

  12. Information Literacy Instruction and Assessment in an Honors College Science Fundamentals Course

    ERIC Educational Resources Information Center

    Johnson, Corey M.; Anelli, Carol M.; Galbraith, Betty J.; Green, Kimberly A.

    2011-01-01

    The Washington State University Honors College course, UH 290, "Science as a Way of Knowing," engages freshmen in scientific inquiry and scholarly literature research. The UH 290 instructor, a learning design consultant, and two librarians collaborated to develop and deliver the course's information literacy curriculum. The team used…

  13. Parents as Teachers: How Teachers Can Help Parents Promote Science Literacy.

    ERIC Educational Resources Information Center

    Schlichting, Kathleen

    2002-01-01

    Suggests some techniques and strategies that teachers can share with parents to help them support their children as they construct meaning, develop scientific literacy, and form a more intense and personal connection with the content information presented in science and mathematics books. (KHR)

  14. Obstacles to Developing Digital Literacy on the Internet in Middle School Science Instruction

    ERIC Educational Resources Information Center

    Colwell, Jamie; Hunt-Barron, Sarah; Reinking, David

    2013-01-01

    Obstacles, and instructional responses to them, that emerged in two middle school science classes during a formative experiment investigating Internet Reciprocal Teaching (IRT), an instructional intervention aimed at increasing digital literacy on the Internet, are reported in this manuscript. Analysis of qualitative data revealed that IRT enabled…

  15. Science Literacy by Technology by Country: USA, Finland and Mexico. Making Sense of It All

    ERIC Educational Resources Information Center

    Papanastasiou, Elena C.

    2003-01-01

    The purpose of this study was to examine how variables related to computer availability, computer comfort and educational software are associated with higher or lower levels of science literacy in the USA, Finland and Mexico, after controlling for the socio-economic status of the students. The analyses for this study were based on a series of…

  16. Literacy and Arts-Integrated Science Lessons Engage Urban Elementary Students in Exploring Environmental Issues

    ERIC Educational Resources Information Center

    Gray, P.; Elser, C. F.; Klein, J. L.; Rule, A. C.

    2016-01-01

    This descriptive case study examined student attitudes, writing skills and content knowledge of urban fourth and fifth graders (6 males, 9 female) during a six-week literacy, thinking skill, and art-integrated environmental science unit. Pre- and post-test questions were used to address knowledge of environmental problems and student environmental…

  17. Multimodal Representation Contributes to the Complex Development of Science Literacy in a College Biology Class

    ERIC Educational Resources Information Center

    Bennett, William Drew

    2011-01-01

    This study is an investigation into the science literacy of college genetics students who were given a modified curriculum to address specific teaching and learning problems from a previous class. This study arose out of an interest by the professor and researcher to determine how well students in the class Human Genetics in the 21st Century…

  18. The Effect of Online Collaborative Learning on Middle School Student Science Literacy and Sense of Community

    ERIC Educational Resources Information Center

    Wendt, Jillian Leigh

    2013-01-01

    This study examines the effects of online collaborative learning on middle school students' science literacy and sense of community. A quantitative, quasi-experimental pretest/posttest control group design was used. Following IRB approval and district superintendent approval, students at a public middle school in central Virginia completed a…

  19. Attending to the Language and Literacy Needs of English Learners in Science

    ERIC Educational Resources Information Center

    Bravo, Marco A.; Cervetti, Gina N.

    2014-01-01

    This article presents the results of a study testing the efficacy of an instructional model that attends to the science, literacy, and language learning needs of English Learners (ELs) through a curriculum development project. The model is based on the premise that reading, writing, and discourse are better served when these important language…

  20. Research Directions: Multimodal Books in Science-Literacy Units: Language and Visual Images for Meaning Making

    ERIC Educational Resources Information Center

    Pappas, Christine C.; Varelas, Maria

    2009-01-01

    This article presents a review of the author's long-term research in urban classrooms. The authors explore six illustrated information books created by children as culminating activities of integrated science-literacy units, Forest and Matter, that they developed, implemented, and studied in several 1st-3rd grade classrooms in Chicago Public…

  1. Making the Invisible Visible: Engaging Elementary Preservice Teachers in Science and Literacy Connections

    ERIC Educational Resources Information Center

    Gwekwerere, Yovita; Buley, Jan

    2011-01-01

    Picture books can be used to teach children to infer, hypothesise, question, identify, explain and compare. By making the "invisible visible" preservice teachers in Canada explored ways to enhance the development of critical science and literacy skills through the creation of picture books in collaboration with students in Grades 5 and 6. This…

  2. Scientific Literacy: A Freirean Perspective as a Radical View of Humanistic Science Education

    ERIC Educational Resources Information Center

    Dos Santos, Wildson L. P.

    2009-01-01

    In this article, a rationale for advancing a new idea in humanistic science education is developed from a Paulo Freire perspective. Paulo Freire developed a well-known approach to adult literacy based on his humanistic ideas through the dialogical process. From Freirean educational principles, the idea unfolds that a Freirean humanistic science…

  3. Building Scientific Literacy through Summer Science Camps: A Strategy for Design, Implementation and Assessment

    ERIC Educational Resources Information Center

    Foster, Jamie S.; Shiel-Rolle, Nikita

    2011-01-01

    To enhance scientific literacy in the general public efforts are needed that both inspire and engage the learner. Often such efforts are provided through school programs or science learning centers, however, in many rural communities such resources are unavailable. Alternate strategies are needed to provide individuals with quality educational…

  4. Scientific Literacy, PISA, and Socioscientific Discourse: Assessment for Progressive Aims of Science Education

    ERIC Educational Resources Information Center

    Sadler, Troy D.; Zeidler, Dana L.

    2009-01-01

    In this article, we explore the Programme for International Student Assessment (PISA) with a lens informed by the socioscientific issues (SSI) movement. We consider the PISA definition of scientific literacy and how it is situated with respect to broader discussions of the aims of science education. We also present an overview of the SSI framework…

  5. Using Digital Globes to Explore the Deep Sea and Advance Public Literacy in Earth System Science

    ERIC Educational Resources Information Center

    Beaulieu, Stace E.; Emery, Emery; Brickley, Annette; Spargo, Abbey; Patterson, Kathleen; Joyce, Katherine; Silva, Tim; Madin, Katherine

    2015-01-01

    Digital globes are new technologies increasingly used in informal and formal education to display global datasets and show connections among Earth systems. But how effective are digital globes in advancing public literacy in Earth system science? We addressed this question by developing new content for digital globes with the intent to educate and…

  6. Kindergarteners' concept development in science and literacy learning through Concept-Oriented Reading Instruction (CORI)

    NASA Astrophysics Data System (ADS)

    Moffit, Char Adelia

    The notion that "real work" is somehow different from authentic and engaging discovery is troublesome. (Passman, 2001, p.196) This qualitative case study examined science concept and literacy learning along with engagement of the students in a Kindergarten class in which science and literacy instruction was integrated through Concept-Oriented Reading Instruction (CORI). CORI is an instructional framework created to increase reading engagement by teaching reading comprehension strategies along with science concepts (Guthrie, et al., 1996). This study explored CORI at the Kindergarten level to examine how this curriculum framework engaged young learners in science concept and literacy learning. The study was grounded in the belief that concept learning can be engaging and motivating (Csikszentmihalyi, 1978). Data analysis resulted in five metaphors that show how the students took on multiple identities while engaged in learning concepts during CORI. Students took on the following identities: learner as docent, learner as explorer, learner as researcher, learner as author, and learner as expert. Prior to this study, the lowest grade level that CORI had been researched was 3rd grade. The present study examined the benefits of utilizing CORI with early literacy at the Kindergarten level and contributes to the body of CORI research demonstrating the potential of utilizing CORI at lower grade levels.

  7. Access to Science and Literacy through Inquiry and School Yard Habitats

    ERIC Educational Resources Information Center

    Cox-Petersen, Anne; Spencer, Brenda

    2006-01-01

    In this article, the authors describe an integrated science and literacy instructional model in which students build background knowledge by engaging in free-choice learning options during an investigation of school yard habitats. Students interact with their peers while inquiring, discussing findings, and using print resources to enhance learning.

  8. Addressing the Dynamics of Science in Curricular Reform for Scientific Literacy: The Case of Genomics

    ERIC Educational Resources Information Center

    van Eijck, Michiel

    2010-01-01

    Science education reform must anticipate the scientific literacy required by the next generation of citizens. Particularly, this counts for rapidly emerging and evolving scientific disciplines such as genomics. Taking this discipline as a case, such anticipation is becoming increasingly problematic in today's knowledge societies in which the…

  9. Components of Environmental Literacy in Elementary Science Education Curriculum in Bulgaria and Turkey

    ERIC Educational Resources Information Center

    Erdogan, Mehmet; Kostova, Zdravka; Marcinkowski, Thomas

    2009-01-01

    The purpose of this study was to analyze the extent to which science education objectives in elementary schools addressed to the six basic components of environmental literacy (EL), and how this attention differed from Bulgaria to Turkey. The main method in the study involved comparative content analysis of these objectives. The courses sampled…

  10. The Challenges of Scientific Literacy: From the Viewpoint of Second-Generation Cognitive Science

    ERIC Educational Resources Information Center

    Klein, Perry D.

    2006-01-01

    Recent trends in cognitive science have not made scientific literacy easier to attain, but they have made the practices through which educators meet its challenges more interpretable. Traditionally, cognitive scientists viewed knowledge as a set of propositions comprised of classical concepts, thought as logical inference and language as a literal…

  11. Young African American Children Constructing Identities in an Urban Integrated Science-Literacy Classroom

    ERIC Educational Resources Information Center

    Kane, Justine M.

    2009-01-01

    This is a qualitative study of identities constructed and enacted by four 3rd-grade African American children (two girls and two boys) in an urban classroom that engaged in a year-long, integrated science-literacy project. Juxtaposing narrative and discursive identity lenses, coupled with race and gender perspectives, I examined the ways in which…

  12. Information Literacy for Science Education: Evaluating Web-Based Materials for Socioscientific Issues

    ERIC Educational Resources Information Center

    Klosterman, Michelle L.; Sadler, Troy D.

    2008-01-01

    Students who engage in scientific inquiry must be able to evaluate the processes and evidence used to reach conclusions about scientific issues, regardless of whether the process is conducted in the classroom or through an information search on the internet. To explore strategies for integrating information literacy and science, the authors…

  13. On the Road to Science Literacy: Building Confidence and Competency in Technical Language through Choral Repetition

    ERIC Educational Resources Information Center

    Hohenshell, Liesl M.; Woller, Michael J.; Sherlock, Wallace

    2013-01-01

    In order to be successful, students must acquire the language of science for both oral and written communication. In this article we examine an oral language learning technique called choral repetition for its role in building literacy in the context of an animal physiology course. For 3 weeks, the instructor conducted choral repetitions of nine…

  14. Program for International Student Assessment (PISA) 2006 and Scientific Literacy: A Perspective for Science Education Leaders

    ERIC Educational Resources Information Center

    Bybee, Rodger W.

    2009-01-01

    This article describes the idea of scientific literacy as defined in PISA, discusses relevant results of PISA, and clarifies meaningful relationships between PISA data and scientific competencies of U.S. students. Finally, the author includes insights and recommendations for contemporary leadership in science education. (Contains 8 tables and 1…

  15. Secondary School Students' Motivation and Achievement in Combined Science

    ERIC Educational Resources Information Center

    Chow, Shean Jen; Yong, Bob Chui Seng

    2013-01-01

    This study investigated students' motivation and achievement in combined science. A sample of 324 Year 11 students from eight government secondary schools in Brunei Darussalam participated in the study. Of the sample, 141 were boys and 183 were girls and their average age was 16.4 years. The motivation instrument used was adapted from the science…

  16. Impact of Looping on Middle School Science Standardized Achievement Tests

    ERIC Educational Resources Information Center

    Barger, Tammy M.

    2013-01-01

    Looping may be defined as a teacher remaining with a group of students for multiple academic years. In this quantitative study, looping was examined as a factor on science achievement. State-wide eighth grade school level 2010 Pennsylvania System of School Assessment (PSSA) data were used. By responding to a mailing, school administrators…

  17. Parent Involvement and Science Achievement: A Latent Growth Curve Analysis

    ERIC Educational Resources Information Center

    Johnson, Ursula Yvette

    2011-01-01

    This study examined science achievement growth across elementary and middle school and parent school involvement using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K). The ECLS-K is a nationally representative kindergarten cohort of students from public and private schools who attended full-day or half-day…

  18. Effective Teaching Results in Increased Science Achievement for All Students

    ERIC Educational Resources Information Center

    Johnson, Carla C.; Kahle, Jane Butler; Fargo, Jamison D.

    2007-01-01

    This study of teacher effectiveness and student achievement in science demonstrated that effective teachers positively impact student learning. A general linear mixed model was used to assess change in student scores on the Discovery Inquiry Test as a function of time, race, teacher effectiveness, gender, and impact of teacher effectiveness in…

  19. Worksheet Usage, Reading Achievement, Classes' Lack of Readiness, and Science Achievement: A Cross-Country Comparison

    ERIC Educational Resources Information Center

    Lee, Che-Di

    2014-01-01

    Instructional written materials play important roles as teachers' agents in effective teaching practices. Worksheets are one of the most frequently used materials. In this exploratory study, the relationships between worksheet usage and science achievement in 32 countries were examined through the use of TIMSS and PIRLS data and multiple…

  20. Computer Assisted Project-Based Instruction: The Effects on Science Achievement, Computer Achievement and Portfolio Assessment

    ERIC Educational Resources Information Center

    Erdogan, Yavuz; Dede, Dinçer

    2015-01-01

    The purpose of this study is to compare the effects of computer assisted project-based instruction on learners' achievement in a science and technology course, in a computer course and in portfolio development. With this aim in mind, a quasi-experimental design was used and a sample of 70 seventh grade secondary school students from Org. Esref…

  1. Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar

    ERIC Educational Resources Information Center

    Areepattamannil, Shaljan

    2012-01-01

    The author sought to investigate the effects of inquiry-based science instruction on science achievement and interest in science of 5,120 adolescents from 85 schools in Qatar. Results of hierarchical linear modeling analyses revealed the substantial positive effects of science teaching and learning with a focus on model or applications and…

  2. MADE CLEAR: Riding the waves of new science standards and environmental literacy requirements to enhance climate change education

    NASA Astrophysics Data System (ADS)

    Boesch, D. F.; Griswold, M.; Targett, N. M.; Stylinski, C.; Merrill, J. Z.

    2012-12-01

    The ongoing development of Next Generation Science Standards (NGSS) provides an unprecedented opportunity to engage K-12 educators in climate change education. In particular, scientists and educators can collaborate on NGSS performance expectations, materials and interpretation for instruction and assessment. This could include working together to incorporate real world science and engineering practices, such as data analysis, model development and interpretation, arguments from evidence and critical evaluation of solutions. NGSS learning progressions allow the ramping up of science relevant to climate change starting from a broad foundation in elementary school to a focus on the interdisciplinary concepts in high school. The Maryland-Delaware Climate Change Education, Assessment and Research (MADE CLEAR) partnership is fostering such an integrated approach through collaborations among environmental scientists, learning scientists, K-12 educators, and informal educators in our states. First, we are engaging and assisting the state departments of education in Maryland and Delaware to inform the development and implementation of climate change science in curricula not only for inclusion in the NGSS, but also new environmental literacy requirements. Second, we are convening informal and formal educators to refine approaches and address gaps in teaching about climate change science, with a particular focus on regional consequences. Lastly, K-12 and informal educators are provided access to experts in the fields of climate science, adaptation, and energy production and conservation. This will be achieved through professional development and creation of regionally focused resources in an iterative approach, assessed and guided by learning scientists. When fully implemented, we believe that our frameworks, curricula, processes and lessons learned can serve as models for other states in developing strategies for implementing science standards that also improve literacy in

  3. The effect of technology on student science achievement

    NASA Astrophysics Data System (ADS)

    Hilton, June Kraft

    2003-10-01

    Prior research indicates that technology has had little effect on raising student achievement. Little empirical research exists, however, studying the effects of technology as a tool to improve student achievement through development of higher order thinking skills. Also, prior studies have not focused on the manner in which technology is being used in the classroom and at home to enhance teaching and learning. Empirical data from a secondary school representative of those in California were analyzed to determine the effects of technology on student science achievement. The quantitative analysis methods for the school data study included a multiple linear path analysis, using final course grade as the ultimate exogenous variable. In addition, empirical data from a nationwide survey on how Americans use the Internet were disaggregated by age and analyzed to determine the relationships between computer and Internet experience and (a) Internet use at home for school assignments and (b) more general computer use at home for school assignments for school age children. Analysis of data collected from the a "A Nation Online" Survey conducted by the United States Census Bureau assessed these relationships via correlations and cross-tabulations. Finally, results from these data analyses were assessed in conjunction with systemic reform efforts from 12 states designed to address improvements in science and mathematics education in light of the Third International Mathematics and Science Survey (TIMSS). Examination of the technology efforts in those states provided a more nuanced understanding of the impact technology has on student achievement. Key findings included evidence that technology training for teachers increased their use of the computer for instruction but students' final science course grade did not improve; school age children across the country did not use the computer at home for such higher-order cognitive activities as graphics and design or spreadsheets

  4. First-Year Pre-Service Teachers in Taiwan--Do They Enter the Teacher Program with Satisfactory Scientific Literacy and Attitudes Toward Science?

    ERIC Educational Resources Information Center

    Chin, Chi-Chin

    2005-01-01

    Scientific literacy and attitudes toward science play an important role in human daily lives. The purpose of this study was to investigate whether first-year pre-service teachers in colleges in Taiwan have a satisfactory level of scientific literacy. The domains of scientific literacy selected in this study include: (1) science content; (2) the…

  5. Achieving conservation science that bridges the knowledge-action boundary.

    PubMed

    Cook, Carly N; Mascia, Michael B; Schwartz, Mark W; Possingham, Hugh P; Fuller, Richard A

    2013-08-01

    There are many barriers to using science to inform conservation policy and practice. Conservation scientists wishing to produce management-relevant science must balance this goal with the imperative of demonstrating novelty and rigor in their science. Decision makers seeking to make evidence-based decisions must balance a desire for knowledge with the need to act despite uncertainty. Generating science that will effectively inform management decisions requires that the production of information (the components of knowledge) be salient (relevant and timely), credible (authoritative, believable, and trusted), and legitimate (developed via a process that considers the values and perspectives of all relevant actors) in the eyes of both researchers and decision makers. We perceive 3 key challenges for those hoping to generate conservation science that achieves all 3 of these information characteristics. First, scientific and management audiences can have contrasting perceptions about the salience of research. Second, the pursuit of scientific credibility can come at the cost of salience and legitimacy in the eyes of decision makers, and, third, different actors can have conflicting views about what constitutes legitimate information. We highlight 4 institutional frameworks that can facilitate science that will inform management: boundary organizations (environmental organizations that span the boundary between science and management), research scientists embedded in resource management agencies, formal links between decision makers and scientists at research-focused institutions, and training programs for conservation professionals. Although these are not the only approaches to generating boundary-spanning science, nor are they mutually exclusive, they provide mechanisms for promoting communication, translation, and mediation across the knowledge-action boundary. We believe that despite the challenges, conservation science should strive to be a boundary science, which

  6. Exploring the Synergy between Science Literacy and Language Literacy with English Language Learners: Lessons Learned within a Sustained Professional Development Program

    ERIC Educational Resources Information Center

    Carrejo, David J.; Reinhartz, Judy

    2012-01-01

    Thirty-five elementary teachers participated in a yearlong professional development (PD) program whose goal was to foster science content learning while promoting language literacy for English Language Learners (ELL). The researchers utilized an explanatory design methodology to determine the degree to which science and language literacy…

  7. A Study on the Relationship between Logical Thinking Level and the Achievement in Enrichment Physics of School Science High Achievers.

    ERIC Educational Resources Information Center

    Kim, Young-Min; Lee, Sung-Yi

    2001-01-01

    Investigates science high achievers' achievement in enrichment physics and logical thinking levels, and analyzes the relationship between logical thinking level and achievement in enrichment physics of high achievers in science. Involves (n=35) 7th and 8th grade junior high school students in the study. Uses the Group Assessment of Logical…

  8. The ACRL framework for information literacy in higher education: implications for health sciences librarianship.

    PubMed

    Knapp, Maureen; Brower, Stewart

    2014-01-01

    The Association of College and Research Libraries is developing a new framework of information literacy concepts that will revise and replace the previously adopted standards. This framework consists of six threshold concepts that are more flexible than the original standards, and that work to identify both the function and the feelings behind information literacy education practices. This column outlines the new tentative framework with an eye toward its implications for health sciences libraries, and suggests ways the medical library community might work with this new document. PMID:25316079

  9. How "struggling" readers engage in literacy events in middle school science An analysis of interactions in literacy events

    NASA Astrophysics Data System (ADS)

    Palmer, Kristin Cartwright

    This study examined opportunities for participation and learning for "struggling" readers in a sixth grade science classroom. Literacy practices, language differences, activity structures, and the social and cultural identities and associated practices and everyday funds of knowledge of both "struggling" and nonstruggling readers in one sixth grade science classroom were documented and analyzed using a qualitative research design. Over sixteen hours of audio and video recordings as well as numerous student work samples were transcribed and analyzed. Analyses of the classroom interactions and artifacts documented in this study revealed several important affordances available in the context of this classroom related to opportunities for speaking and listening, some uses of print texts, and student agency in interactions. Student learning was found to be constrained by macrocontextual factors, text difficulty, and student history.

  10. A Look at the Definition, Pedagogy, and Evaluation of Scientific Literacy within the Natural Science Departments at a Southwestern University

    ERIC Educational Resources Information Center

    Flynn, Deborah Kay

    2011-01-01

    This study focuses on the promotion of scientific literacy within the natural science departments and how faculty within these departments define, incorporate, and evaluate scientific literacy in their courses. The researcher examined data from participant interviews, observations, and archival material from courses taught by the participants. The…

  11. The Impact of Congruency between Preferred and Actual Learning Environments on Tenth Graders' Science Literacy in Taiwan

    ERIC Educational Resources Information Center

    Chang, Chun-Yen; Yeh, Ting-Kuang; Lin, Chun-Yen; Chang, Yueh-Hsia; Chen, Chia-Li D.

    2010-01-01

    This study explored the effects of congruency between preferred and actual learning environment (PLE & ALE) perceptions on students' science literacy in terms of science concepts, attitudes toward science, and the understanding of the nature of science in an innovative curriculum of High Scope Project, namely Sci-Tech Mind and Humane Heart…

  12. Science access, career choices, achievement, and motivation: Perceptions of female science olympians

    NASA Astrophysics Data System (ADS)

    Price, Kelly Rae

    Women remain under-represented in science career fields and this is especially evident in the physical sciences. Female students maintain equal science interest and achievement to male students in elementary school but by middle and high school they fall behind their male peers. Reasons cited for girls' declining interest in science include battling traditional gender stereotypes, lack of encouragement, and lack of female role models. Four main science concerns related to girls/women as indicated by research literature were science access, career choices, achievement, and motivation. In Georgia, some girls have made a break from the research trends by demonstrating their fervor for science through participation in the academic activity, Science Olympiad. The purpose of this study was to examine the science perceptions of girls who demonstrated science success by their participation in Science Olympiad. Utilizing phenomenological and feminist perspectives, the qualitative research method of focus group interviewing was used to address the research questions comprising the four science concerns of female science access, career choices, achievement, and motivation. The study participants were all girls/women who participated in Science Olympiad. A total of five focus groups were studied. One of the focus groups had current college undergraduates, former Science Olympians, in it while the others were composed of high school girls. Through the description of their science experiences, the participants shared their perceptions of the four science concerns. When addressing these science concerns, the participants revealed four factors that had most affected their science perceptions: the importance of support, science needs Serious Fun, teachers matter, and the bonuses of extracurricular involvement. In their experiences, the participants found success in science because they had teachers, parents, and peers who supported their academic interests, including science, and

  13. Multimodal representation contributes to the complex development of science literacy in a college biology class

    NASA Astrophysics Data System (ADS)

    Bennett, William Drew

    This study is an investigation into the science literacy of college genetics students who were given a modified curriculum to address specific teaching and learning problems from a previous class. This study arose out of an interest by the professor and researcher to determine how well students in the class Human Genetics in the 21st Century responded to a reorganized curriculum to address misconceptions that were prevalent after direct instruction in the previous year's class. One of the components to the revised curriculum was the addition of a multimodal representation requirement as part of their normal writing assignments. How well students performed in these writing assignments and the relationship they had to student learning the rest of the class formed the principle research interest of this study. Improving science literacy has been a consistent goal of science educators and policy makers for over 50 years (DeBoer, 2000). This study uses the conceptualization of Norris and Phillips (2003) in which science literacy can be organized into both the fundamental sense (reading and writing) and the derived sense (experience and knowledge) of science literacy. The fundamental sense of science literacy was investigated in the students' ability to understand and use multimodal representations as part of their homework writing assignments. The derived sense of science literacy was investigated in how well students were able to apply their previous learning to class assessments found in quizzes and exams. This study uses a mixed-methods correlational design to investigate the relationship that existed between students' writing assignment experiences connected to multimodal representations and their academic performance in classroom assessments. Multimodal representations are pervasive in science literature and communication. These are the figures, diagrams, tables, pictures, mathematical equations, and any other form of content in which scientists and science

  14. Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement.

    PubMed

    McLean, Leigh; Sparapani, Nicole; Toste, Jessica R; Connor, Carol McDonald

    2016-06-01

    This study investigated how quality of the classroom learning environment influenced first grade students' (n=533) time spent in two non-instructional classroom activities (off-task and in transition) and their subsequent literacy outcomes. Hierarchical linear modeling revealed that higher classroom quality was related to higher student performance in reading comprehension and expressive vocabulary. Further, classroom quality predicted the amount of time students spent off-task and in transitions in the classroom, with slopes of change across the year particularly impacted. Mediation effects were detected in the case of expressive vocabulary such that the influence of classroom quality on students' achievement operated through students' time spent in these non-instructional activities. Results highlight the importance of overall classroom quality to how students navigate the classroom environment during learning opportunities, with subsequent literacy achievement impacted. Implications for policy and educational practices are discussed. PMID:27268569

  15. Improving the Nation's Climate Literacy through the Next Generation Science Standards

    NASA Astrophysics Data System (ADS)

    Grogan, M.; Niepold, F.; Ledley, T. S.; Gold, A. U.; Breslyn, W. G.; Carley, S.

    2013-12-01

    Climate Literacy: The Essential Principles of Climate Science (2009) presented the information that is deemed important for individuals and communities to know and understand about Earth's climate, impacts of climate change, and approaches to adaptation or mitigation by a group of federal agencies, science and educational partners. These principles guided the development of the NRC Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) and the Next Generation Science Standards (NGSS, 2013). National Science Foundation recently funded two partnership projects which support the implementation of the climate component of the NGSS using the Climate Literacy framework. The first project, the Climate Literacy and Energy Awareness Network (CLEAN), was launched in 2010 as a National Science Digital Library (NSDL) Pathways project. CLEAN's primary effort is to steward a collection of educational resources around energy and climate topics and foster a community that supports learning about climate and energy topics. CLEAN's focus has been to integrate the effective use of the educational resources across all grade levels - with a particular focus on the middle-school through undergraduate levels (grades 6-16) and align the resources with educational standards. The second project, the Maryland and Delaware Climate Change Education, Assessment and Research (MADE-CLEAR) program is supported by a Phase II Climate Change Education Partnership (CCEP) grant awarded to the University System of Maryland (USM) by the National Science Foundation. The MADE-CLEAR project's related goals are to support innovations in interdisciplinary P-20 (preschool through graduate school) climate change education, and develop new pathways for teacher education and professional development leading to expertise in climate change content and pedagogy. Work in Maryland, Delaware (MADE-CLEAR) and other states on the implementation of the NGSS, that will utilize the

  16. Gross domestic product, science interest, and science achievement: a person × nation interaction.

    PubMed

    Tucker-Drob, Elliot M; Cheung, Amanda K; Briley, Daniel A

    2014-11-01

    Maximizing science achievement is a critical target of educational policy and has important implications for national and international economic and technological competitiveness. Previous research has identified both science interest and socioeconomic status (SES) as robust predictors of science achievement, but little research has examined their joint effects. In a data set drawn from approximately 400,000 high school students from 57 countries, we documented large Science Interest × SES and Science Interest × Per Capita Gross Domestic Product (GDP) interactions in the prediction of science achievement. Student interest in science is a substantially stronger predictor of science achievement in higher socioeconomic contexts and in higher-GDP nations. Our results are consistent with the hypothesis that in higher-opportunity contexts, motivational factors play larger roles in learning and achievement. They add to the growing body of evidence indicating that substantial cross-national differences in psychological effect sizes are not simply a logical possibility but, in many cases, an empirical reality. PMID:25304883

  17. Critical information literacy as core skill for lifelong STEM learning in the 21st century: reflections on the desirability and feasibility for widespread science media education

    NASA Astrophysics Data System (ADS)

    Storksdieck, Martin

    2016-03-01

    Grace Reid and the late Stephen Norris argue in this issue the urgent need for widespread Science Media Education (SME) as an integral part of formal and informal science education. SME is to achieve two goals: First, allow learners to critically evaluate any media as a source for scientific information by understanding the socio-economic and socio-cultural context of how and why news and entertainment media are created, and secondly, utilize media as a legitimate and productive source for science education and science learning. While laudable, I will argue that SME as an integral part of STEM education is unrealistic, and offer instead that the broader concept of Information Literacy might be more easily achieved within the current strong movement to conceptualize STEM education via science and engineering practices and within the broad goals of strengthening learners' 21st century skills.

  18. Effects of a Collaborative Science Intervention on High Achieving Students' Learning Anxiety and Attitudes toward Science

    NASA Astrophysics Data System (ADS)

    Hong, Zuway-R.

    2010-10-01

    This study investigated the effects of a collaborative science intervention on high achieving students' learning anxiety and attitudes toward science. Thirty-seven eighth-grade high achieving students (16 boys and 21 girls) were selected as an experimental group who joined a 20-week collaborative science intervention, which integrated and utilized an innovative teaching strategy. Fifty-eight eighth-grade high achieving students were selected as the comparison group. The Secondary School Student Questionnaire was conducted to measure all participants' learning anxiety and attitudes toward science. In addition, 12 target students from the experimental group (i.e., six active and six passive students) were recruited for weekly classroom observations and follow-up interviews during the intervention. Both quantitative and qualitative findings revealed that experimental group students experienced significant impact as seen through increased attitudes and decreased anxiety of learning science. Implications for practice and research are provided.

  19. The effect of systematic vocabulary instruction on the science achievement of fifth-grade students

    NASA Astrophysics Data System (ADS)

    Rosebrock, Melanie M.

    2007-12-01

    Since the launch of Sputnik on October 4, 1957, science education has experienced waves of reform efforts targeting every level and area of study. Throughout these past fifty post-Sputnik years, an evolution of science education reform has been underway; a veritable Darwin-esque natural selection has been honing the fittest modalities and purging those too weak to compete. Relatively recently expanded priorities at the elementary level which include accountability-backed attention on science instruction have given rise to a new dimension of desperation on the part of educators to find what works for teaching science in this testing-driven environment. Since the area of elementary reading holds seniority over the other content areas in terms of survival in the accountability age (that is, attainment of noticeable improvement), it stands to reason that science reform could stand to benefit from lessons learned in that field, even borrowing proven strategies when applicable. Typical science instruction often seems to take place at either extreme of an instructional spectrum: on one end---overly concerned with memorization of facts and definitions, and at the other extreme---overly ambitious hands-on or problem-solving activities which seek to involve students in "real science" without adequate content knowledge. Science concepts may be more effectively mastered through an integrated approach of direct vocabulary and content instruction combined with contextual hands-on and student-driven experience. The purpose of this study was to describe the effect of a systematic model for vocabulary instruction on the science achievement of fifth-grade students. The study employed a pretest-posttest control group design in which the independent variable, method of vocabulary instruction in fifth grade science, and the dependent variable, student science achievement as measured by the Texas Assessment of Knowledge and Skills were examined through analysis of covariance. Nine fifth

  20. Pathway towards Fluency: Using "Disaggregate Instruction" to Promote Science Literacy

    ERIC Educational Resources Information Center

    Brown, Bryan A.; Ryoo, Kihyun; Rodriguez, Jamie

    2010-01-01

    This study examines the impact of "Disaggregate Instruction" on students' science learning. "Disaggregate Instruction" is the idea that science teaching and learning can be separated into conceptual and discursive components. Using randomly assigned experimental and control groups, 49 fifth-grade students received web-based science lessons on…

  1. Frequency, duration, and time devoted to elementary science instruction and the association with science achievement and science interest

    NASA Astrophysics Data System (ADS)

    Almarode, John Taylor

    Although the United States continues to lead in many STEM areas (i.e., research and design and productivity), the Science and Engineering Indicators (NSB, 2010) suggest that the country is experiencing an erosion of its STEM advantage, ultimately losing the edge in each of these areas. Looking at trends in K-12 science, the 2010 National Science Board report indicated that the United States' position among selected countries declined in fourth grade science (NSB, 2010). This trend raises concern about the lagging student interest in the natural sciences, and thus the fate of science achievement outcomes for students in the United States. The research questions addressed in this study were: What is the pattern of growth for first-time kindergartners in science achievement from the end of third grade to the end of eighth grade? Controlling for differences in student demographics, are gains that first-time kindergartners make in science achievement from the end of third grade to the end of eighth grade associated with the frequency, duration, and time devoted to science in the third grade? Controlling for differences in student demographics is the frequency, duration, and time devoted to science in the third grade associated with the students' interest in eighth grade science? A subset of the variables contained in the ECLS-K: Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 data set and a subsample of the cohort of students in the ECLS-K data set. An unconditional growth model indicated that science achievement followed a non-linear pattern with significant individual variation in trajectories. In addition, students beginning with lower initial science achievement experience more rapid growth than those students beginning with higher initial science achievement. A conditional growth model suggested that the frequency of science in the third grade was a significant predictor of the achievement trajectory in science above and beyond demographic

  2. Impetus and barriers to teaching ocean literacy: A perspective from landlocked middle school science teachers

    NASA Astrophysics Data System (ADS)

    Gillan, Amy Larrison

    The demand for a more ocean literate citizenry is growing rapidly in response to an ocean increasingly in peril. Discovering how to include students far removed from the ocean in our teaching about the ocean is imperative to meeting that charge. The purpose of the present study was to investigate the extent to which middle school science teachers in landlocked states addressed important ocean literacy concepts and what they perceived to be barriers and motivators to their doing so. This descriptive study was based on a nation-wide survey of middle school science teachers and content analyses of their most commonly used science textbooks and their state science standards. Data was analyzed quantitatively. Results indicated that landlocked and coastal teachers are similar in terms of their infrequency of teaching about the ocean, yet a number of their perceptions of barriers and motivators to do so vary. The barrier most often mentioned was middle school state science standards, which characteristically ignore the ocean sciences. The results are discussed in terms of their impact on ocean literacy professional development providers, science textbook publishers, and state science standards revision committees.

  3. Twenty-Year Survey of Scientific Literacy and Attitudes Toward Science_Qualitative Analysis

    NASA Astrophysics Data System (ADS)

    Antonellis, Jessie; Impey, C.; Johnson, E.; King, C.; CATS

    2009-01-01

    This poster presents findings from the qualitative analysis of data from a long-term investigation into the science literacy and attitudes toward science of University of Arizona non-science major undergraduates (see Impey et al., this meeting). The qualitative analysis centered on student responses to four open-ended questions probing science process and content knowledge, derived from measures of adults’ science literacy as defined and assessed by the National Science Foundation in its biannual Science and Engineering Indicators reports to the National Science Board. The four questions asked students to briefly describe (1) DNA; (2) radiation; (3) software; and (4) the nature of scientific study. Data was coded thematically both for students’ depth of understanding of each concept as well as for common and uncommon beliefs and reasoning difficulties. Analysis included investigations into changes in students’ understandings of the different concepts over time. The data suggest trends in students’ conceptions and influences on those conceptions. In addition, the results of this study are being used to develop a survey instrument designed specifically for use with Astro 101 students to evaluate the effectiveness of instruction on their scientific attitudes and beliefs as a Collaboration of Astronomy Teaching Scholars (CATS) research project. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS).

  4. Neo-piagetian predictors of achievement in physical science

    NASA Astrophysics Data System (ADS)

    Roth, Wolff-Michael

    This article examines the predictive value of the cognitive variables of developmental level, mental capacity, cognitive style, short-term storage space, and numerical inductive reasoning for student achievement in college science. Achievement was analyzed for each of the categories of pure recall, computational, complex items, and total score of a midterm exam as well as for the composite score on a final exam. The sample for this study consisted of a class of 32 nonscience majors enrolled in Physical Science I at the University of Southern Mississippi. The results showed that developmental level was the single best predictor of achievement. Short-term storage space and mental capacity were significant predictors of achievement for computational and complex items, but, as expected from theoretical considerations, not for pure recall items. The degree of field dependence did not well predict performance on pure recall or computational items. The results also indicate that mental capacity and field dependence do not contribute significantly to the variance if developmental level is held constant. The pattern of the predictive power of numerical inductive reasoning parallels, in magnitude, that of mental capacity. The results of this study and its implications indicate that the construct of short-term storage space has great potential to guide classroom practice and the development of instructional materials. A strategy is outlined that would guide curriculum planners and classroom teachers in the development of materials which would allow students to develop complex problem-solving behaviors.

  5. Every Teacher an English Teacher? Literacy Strategy Teaching and Research in the Content Area of Science Education

    ERIC Educational Resources Information Center

    Buckingham, Thomas

    2012-01-01

    Recent statements from teachers of English and literacy (NCTE, 2007) have voiced the failure of schools to help minority students and ELLs close the literacy achievement gap and the responsibility of all teachers to help with this endeavor. Central to this effort in secondary schools are the content area teachers, as their subjects constitute the…

  6. Building Science-Relevant Literacy with Technical Writing in High School

    SciTech Connect

    Girill, T R

    2006-06-02

    By drawing on the in-class work of an on-going literacy outreach project, this paper explains how well-chosen technical writing activities can earn time in high-school science courses by enabling underperforming students (including ESL students) to learn science more effectively. We adapted basic research-based text-design and usability techniques into age-appropriate exercises and cases using the cognitive apprenticeship approach. This enabled high-school students, aided by explicit guidelines, to build their cognitive maturity, learn how to craft good instructions and descriptions, and apply those skills to better note taking and technical talks in their science classes.

  7. Science Literacy Project for Mid-Career Public Radio Producers, Reporters, Editors and News Directors

    SciTech Connect

    Scott, Bari

    2012-12-01

    SoundVision held a post-workshop teleconference for our 2011 graduates (as we have done for all participants) to consolidate what they'd learned during the workshop. To maximize the Science Literacy Project's impact after it ends, we strengthened and reinforced our alumni's vibrant networking infrastructure so they can continue to connect and support each other, and updated our archive system to ensure all of our science and science journalism resources and presentations will be easy to access and use over time.

  8. Science and Literacy: Incorporating Vocabulary, Reading Comprehension, Research Methods, and Writing into the Science Curriculum

    NASA Astrophysics Data System (ADS)

    Nieser, K.; Carlson, C.; Bering, E. A.; Slagle, E.

    2012-12-01

    Part of preparing the next generation of STEM researchers requires arming these students with the requisite literacy and research skills they will need. In a unique collaboration, the departments of Physics (ECE) and Psychology at the University of Houston have teamed up with NASA in a grant to develop a supplemental curriculum for elementary (G3-5) and middle school (G6-8) science teachers called Mars Rover. During this six week project, students work in teams to research the solar system, the planet Mars, design a research mission to Mars, and create a model Mars Rover to carry out this mission. Targeted Language Arts skills are embedded in each lesson so that students acquire the requisite academic vocabulary and research skills to enable them to successfully design their Mars Rover. Students learn academic and scientific vocabulary using scientifically based reading research. They receive direct instruction in research techniques, note-taking, summarizing, writing and other important language skills. The interdisciplinary collaboration empowers students as readers, writers and scientists. After the curriculum is completed, a culminating Mars Rover event is held at a local university, bringing students teams in contact with real-life scientists who critique their work, ask questions, and generate excite about STEM careers. Students have the opportunity to showcase their Mars Rover and to orally demonstrate their knowledge of Mars. Students discover the excitement of scientific research, STEM careers, important research and writing tools in a practical, real-life setting.

  9. Science Achievement and Students' Self-Confidence and Interest in Science: A Taiwanese Representative Sample Study

    ERIC Educational Resources Information Center

    Chang, Chun-Yen; Cheng, Wei-Ying

    2008-01-01

    The interrelationship between senior high school students' science achievement (SA) and their self-confidence and interest in science (SCIS) was explored with a representative sample of approximately 1,044 11th-grade students from 30 classes attending four high schools throughout Taiwan. Statistical analyses indicated that a statistically…

  10. Science, Technology, Engineering, and Mathematics (STEM) Curriculum and Seventh Grade Mathematics and Science Achievement

    ERIC Educational Resources Information Center

    James, Jamie Smith

    2014-01-01

    The purpose of this quantitative research study was to evaluate to what degree Science, Technology, Engineering and Mathematics (STEM) education influenced mathematics and science achievement of seventh grade students in one Middle Tennessee school district. This research used an independent samples t test at the a = 0.05 level to evaluate…

  11. Scientific Literacy of High School Students.

    ERIC Educational Resources Information Center

    Lucas, Keith B.; Tulip, David F.

    This investigation was undertaken in order to establish the status of scientific literacy among three groups of secondary school students in four Brisbane, Australia high schools, and to reduce the apparent reticence of science teachers to evaluate students' achievement in the various dimensions of scientific literacy by demonstrating appropriate…

  12. The impact of a commercially prepared science program on science education and scientific literacy among elementary students

    NASA Astrophysics Data System (ADS)

    McGaughey, James Albert

    1997-11-01

    Measures to improve science education in Illinois schools continue through Scientific Literacy Grants. Educational Service Center 15, Charleston, IL provided Windows on Science (WOS) to 14 elementary schools in east-central Illinois in an attempt to improve scientific literacy among K-6 students. This study portrays how teachers implemented WOS, if it provided opportunities to students otherwise unavailable, if science instruction was improved as a result of implementation, and what potential WOS has for improving science instruction. Data are presented from observations of science classes, interviews with teachers, students and administrators and a faculty survey. WOS is comprised of: (a) videodiscs used to guide instruction, (b) laboratory equipment for activities aligned with the videodiscs, and (c) a Language Laboratory which consists of supplemental reading booklets. When was used for instruction, videodiscs were used most often followed by laboratory materials. The videodiscs frequently provided a focus for lessons. Survey results show faculty definitions of scientific literacy most often include correct use of lab tools, multiple solutions to problems, and correct use of science terms. They believe science instruction has improved as a result of implementing WOS and rated science vocabulary and concepts highest with regard to contributions to instruction provided by the program. Traditional means of science instruction rather than an inquiry method were used by teachers for instruction with WOS. Observations suggest the videodiscs were used by teachers in a fashion similar to using a chalkboard, a textbook, and/or a collection of science references books. Each videodisc provided many examples of images and illustrations of science concepts that were otherwise unavailable for classroom use. A three part model for good science instruction is proposed consisting of: (a) availability of resources, (b) teacher-mediated instruction and discussion, and (c) student

  13. Health Sciences Information Tools 2000: a cooperative health sciences library/public school information literacy program for medical assistant students.

    PubMed Central

    Spang, L; Marks, E; Adams, N

    1998-01-01

    Educating diverse groups in how to access, use, and evaluate information available through information technologies is emerging as an essential responsibility for health sciences librarians in today's complex health care system. One group requiring immediate attention is medical assistants. Projections indicate that medical assistant careers will be among the fastest growing occupations in the twenty-first century. The expanding use and importance of information in all health care settings requires that this workforce be well versed in information literacy skills. But, for public school vocational education staff charged with educating entry level workers to meet this specialized demand, the expense of hiring qualified professionals and acquiring the sophisticated technology necessary to teach such skills poses a dilemma. Health Sciences Information Tools 2000, a cooperative work-study information literacy program jointly formulated by the Wayne State University's Shiffman Medical Library and the Detroit Public Schools' Crockett Career and Technical Center, demonstrates that cooperation between the health sciences library and the public school is a mutually beneficial and constructive solution. This article describes the background, goals, curriculum, personnel, costs, and evaluation methods of Tools 2000. The Shiffman-Crockett information literacy program, adaptable to a variety of library settings, is an innovative means of preparing well-trained high school vocational education students for beginning level medical assistant positions as well as further education in the health care field. PMID:9803297

  14. Literacy Collaborative.

    ERIC Educational Resources Information Center

    Education Commission of the States, Denver, CO.

    This paper provides an overview of Literacy Collaborative, a comprehensive, schoolwide program designed to provide long-term support to schools working toward successful literacy achievement for every child by the end of 2nd grade. There are currently (year 2000) 390 literacy coordinators or trainers serving 372 schools in 25 states. The…

  15. Looking through the lenses of science literacy and cultural diversity: learning from Helena's mistake

    NASA Astrophysics Data System (ADS)

    Chinn, Pauline W. U.

    2012-06-01

    Maria Andrée focuses on an immigrant student whose error in a laboratory activity leads to a novel, colorful outcome that she excitedly shares with peers. After engaging in class activities for a few weeks she returns to her earlier dislike of science, saying: "I hate science, particularly Chemistry." The classroom activity system focused on reproduction of school knowledge did not expand to accommodate Helena's "new activity system with an object of learning science." This essay suggests teachers be prepared to teach diverse students in ways supporting multiple ways to engage in science. This becomes possible when teachers view their classrooms as dynamic, participatory activity systems that support content mastery as contributing to but not being identical to science identity and science literacy.

  16. Relationships among science teacher qualifications, instructional practices, and student science achievement

    NASA Astrophysics Data System (ADS)

    Zuelke, Laurie Ann

    2008-10-01

    Research has shown that teacher effectiveness is a key to student achievement. Indicators of teacher effectiveness also referred to as teacher quality, have been described as years of experience and subject matter certification. As national and state mandates continue the practice of high stakes testing and place pressure upon schools to increase the rate of student achievement, few studies explored the relationships between achievement and teacher quality. The purpose of this study was to determine if there was a relationship between teacher qualities (experience, certification type, and science coursework) and student achievement on the eighth grade Science FCAT. Eighth grade Science FCAT scores of over 13,000 students and the data from 127 teachers regarding their experience, certification status (temporary or professional), and subject certification was collected from two Central Florida counties. Student and teacher data was separated into two groups based upon each school's student socioeconomic (SES) data. High SES schools were designated as those that had 24% to 50% of their students on free and reduce priced lunch, whereas low SES schools had 55% to 85% of their students on free and reduce priced lunch. Data from each SES group was analyzed independently. A one-way ANOVA was performed to compare the means of eighth grade student Science FCAT scores among teachers with 0 to 5 years of experience, 6 to 15 years of experience, and over 15 years of experience. Also compared were the eighth grade student mean Science FCAT scores among teachers with regular certification and temporary certification, and teachers with science subject certification or without science subject certification. Four eighth grade science teachers with varying years of experience, certification type, and science college coursework were interviewed and classroom instructional practices observed. Results of this study showed that there was a significant difference at the low SES level in

  17. Science Engagement and Literacy: A Retrospective Analysis for Indigenous and Non-Indigenous Students in Aotearoa New Zealand and Australia

    ERIC Educational Resources Information Center

    Woods-McConney, Amanda; Oliver, Mary C.; McConney, Andrew; Maor, Dorit; Schibeci, Renato

    2013-01-01

    Previous research has underlined the importance of school students' engagement in science (including students' attitudes, interests and self beliefs). Engagement in science is important as a correlate of scientific literacy and attainment, and as an educational outcome in its own right. Students positively engaged with science are more likely to…

  18. A Science-Technology-Society Paradigm and Cross River State Secondary School Students' Scientific Literacy: Problem Solving and Decision Making

    ERIC Educational Resources Information Center

    Umoren, Grace

    2007-01-01

    The aim of this study was to investigate the effect of Science-Technology-Society (STS) curriculum on students' scientific literacy, problem solving and decision making. Four hundred and eighty (480) Senior Secondary two science and non-science students were randomly selected from intact classes in six secondary schools in Calabar Municipality of…

  19. Bridging the Literacy Gap: Teaching the Skills of Reading and Writing as They Apply in School Science

    ERIC Educational Resources Information Center

    Hanrahan, Mary

    2009-01-01

    Whereas science teachers in the last century were trained to place empirical activities at the heart of school science (Yore, Bisanz & Hand, 2003) and give relatively less attention to language issues, fundamental literacy (as defined by Norris & Phillips, 2003) is now recognised as having a crucial role in learning science. However, there have…

  20. Effect of information literacy training course on information literacy skills of undergraduate students of Isfahan University of Medical Sciences based on ACRL standards

    PubMed Central

    Karimi, Zohreh; Ashrafi-rizi, Hasan; Papi, Ahmad; Shahrzadi, Leila; Hassanzadeh, Akbar

    2015-01-01

    Background: Information literacy is the basis for lifelong learning. Information literacy skills, especially for student in an environment that is full of information from multiple technologies are being developed is equally important. Information literacy is a set of cognitive and practical skills and like any other science, proper training is needed, and standard-based education is definitely better and evaluation would be easier. This study aimed to determine the impact of information literacy training course on information literacy skills of Isfahan University of Medical Sciences students based on ACRL standard in 2012. Materials and Methods: The study method is semi-experience with two group design (with pre-test and post-test) and applied. The data collection toll was a questionnaire assessing student's information literacy that developed by Davarpanah and Siamak and validity was confirmed by professional librarians and reliability as measured by Cronbach's alpha, was 0.83. The sample consisted of 50 undergraduate students from Isfahan University of Medical Sciences that by random sampling method was perch in both case and control groups. Before and after the training (once a week), a questionnaire was distributed between the two groups. This training was held in a classroom equipped with computers with internet access and in addition to training using brochures and librarian presentation, interactive methods such as discussion and exercises were used. The data were analyzed using SPSS version 20 software and two level of descriptive (mean and SD) and inferential statistics (t-test and t-paired). Results: The results showed that the students’ information literacy scores before the training was lower than average, so that in the control group was 32.96 and in the case group was 33.24; while information literacy scores in the case group significantly increased after the training (46.68). Also, the effect of education, respectively had a greater impact on the

  1. The effects of testing on science process skill achievement

    NASA Astrophysics Data System (ADS)

    Strawitz, Barbara M.

    The purpose of this study was to examine the effects of testing on the achievement of students using self-instructional materials to learn science process skills. In one section of an undergraduate science method class, students were paced through a programmed textbook and were given short quizzes in class after each of the process skill lessons was assigned, while in another section, students worked at their own pace and were held responsible for completing the lessons by the end of the semester. Students taking the quizzes throughout the semester were expected to attain a higher level of process skill proficiency because previous studies have shown that taking a test immediately after learning leads to better retention of the material. Results indicated that taking frequent quizzes did not differentially affect process skill acquisition.

  2. The Climate Literacy and Energy Awareness Network (clean) Pathway: Integrating Science and Solutions

    NASA Astrophysics Data System (ADS)

    Ledley, T. S.; McCaffrey, M. S.; Buhr, S.; Manduca, C. A.; Fox, S.; Niepold, F.; Gold, A. U.

    2010-12-01

    Changes in the climate system are underway, largely due to human impacts, and it is essential that citizens understand what these changes are, what is causing them, and the potential implications in order for them to make responsible decisions for themselves, their communities and society. The Climate Literacy Network (CLN) comprised of a broad spectrum of ~200 stakeholders, has virtual meetings weekly (since January 2008) to provide a forum to share information and leverage efforts to address the complex issues involved in making climate and energy literacy real in formal and informal educational contexts as well as for all citizens. The discussions of the CLN have led to 1) coordinated efforts to support the implementation of the Climate Literacy Essential Principles of Climate Science (CLEP, http://www.climatescience.gov/Library/Literacy/), 2) the establishment of the CLEAN Pathway collection (http://cleanet.org) of reviewed resources that directly support the CLEP, and 3) the development of a model for CLEAN-Regional Networks that facilitate increasing climate and energy literacy at the local level. In this presentation we will describe the ongoing activities of the CLN and provide an overview of the new and recently launched CLEAN Pathway collection. The CLEAN Pathway is a project to steward an on-line collection of digital teaching materials that directly address the CLEP as well as a set of energy awareness principles. All teaching materials are aligned with the NAAEE Guidelines for Excellence in Environmental Education, the AAAS Project 2061 Benchmarks for Science Literacy, and the National Science Education Standards. With a goal of vetting ~500 educational materials at the 6-16 grade levels, we have just completed our first round of identifying, reviewing and annotating ~100 excellent teaching activities. We will demonstrate the current capabilities of the CLEAN Pathway portal, describe plans for additional functionality, and provide a vision for others

  3. Scientific Literacy and Student Attitudes: Perspectives from PISA 2006 Science

    ERIC Educational Resources Information Center

    Bybee, Rodger; McCrae, Barry

    2011-01-01

    International assessments provide important knowledge about science education and help inform decisions about policies, programmes, and practices in participating countries. In 2006, science was the primary domain for the Programme for International Student Assessment (PISA), supported by the Organisation for Economic Cooperation and Development…

  4. Science Visual Literacy: Learners' Perceptions and Knowledge of Diagrams

    ERIC Educational Resources Information Center

    McTigue, Erin M.; Flowers, Amanda C.

    2011-01-01

    Constructing meaning from science texts relies not only on comprehending the words but also the diagrams and other graphics. The goal of this study was to explore elementary students' perceptions of science diagrams and their skills related to diagram interpretation. 30 students, ranging from second grade through middle school, completed a diagram…

  5. Science and the "Good Citizen": Community-Based Scientific Literacy.

    ERIC Educational Resources Information Center

    Lee, Stuart; Roth, Wolff-Michael

    2003-01-01

    Suggests that when considering the contribution of scientific activity to the greater good, science must be seen as forming a unique hybrid practice, together with other mediating practices, that constitute scientifically-literate good citizenship. Presents examples of activities that embed science in good citizenship. (Contains 46 references.)…

  6. National Assessment Program--Science Literacy Year 6 Report, 2006

    ERIC Educational Resources Information Center

    Donovan, Jenny; Lennon, Melissa; O'Connor, Gayl; Morrissey, Noni

    2008-01-01

    In 2003 the first nationally-comparable science assessment was designed, developed and carried out under the auspices of the national council of education ministers, the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). In 2006 a second science assessment was conducted and, for the first time nationally, the…

  7. Multimodal Literacies in Science: Currency, Coherence and Focus

    ERIC Educational Resources Information Center

    Klein, Perry D.; Kirkpatrick, Lori C.

    2010-01-01

    Since the 1990s, researchers have increasingly drawn attention to the multiplicity of representations used in science. This issue of "RISE" advances this line of research by placing such representations at the centre of science teaching and learning. The authors show that representations do not simply transmit scientific information; they are…

  8. A Long-Term Study of Science Literacy and Attitudes Towards Science: Exploring Changes Among College Undergraduate and Public Understanding over Twenty-Two Years

    NASA Astrophysics Data System (ADS)

    Buxner, Sanlyn; Impey, C.; Antonellis, J.; Collaboration of Astronomy Teaching Scholars CATS

    2012-01-01

    Assessing science literacy has been an important goal of science educators and policy makers for many years. Various studies including international, school, and public comparisons have painted a bleak picture of science literacy in the United States. We are conducting a study focused on undergraduates’ science literacy using a database of over 10,000 student responses from a large research university collected over a twenty-two year period, between 1989 - 2011. Survey questions were derived from policy driven projects (e.g. NSF Science Indicators), some of which are still used in public assessments of science literacy. Analysis has shown that our university students outperform the public on almost all topics on the survey. Despite targeted university interventions and the rise of public access to knowledge, student science literacy scores have not changed over twenty-two years. Demographic variables explain less than 10% of the variance in students’ scores of which the number of university science courses completed is the best predictor. There is a small correlation between students’ beliefs in non-scientific phenomenon and lower science literacy scores but students’ beliefs about science and technology also explain little variance in their overall scores. We have also compared responses of scientists and students on the same questions about science. We will discuss implications of evaluating students’ scientific knowledge in a time when students have access to more resources than ever before, an important goal as we continue to work towards increasing students’ understanding of scientific concepts. This material is based in part upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the

  9. Weighing the Balance of Science Literacy in Education and Public Policy

    NASA Astrophysics Data System (ADS)

    Buxner, S.; Impey, C.; Johnson, B.

    2015-11-01

    Science literacy is a concern of educators and policy makers in the United States and all over the world. Science literacy is defined by society and includes important knowledge for individuals that varies with culture and local knowledge systems. The technological societies of the western world have delegated the knowledge that underpins their everyday world to mechanics who know how their cars work, technicians who know how their computers work, and policy wonks who know how their individual choices and actions will affect the environment and their health. The scientific principles that frame and sculpt the technological world are invisible and mysterious to most people. A question for debate is whether or not this is a healthy situation or not, and if not, what to do about it. The panelists shared their prospects and challenges of building science literacy with individuals in the United States and with Tibetan monks. As they discussed their efforts working with these different populations, they shared lessons based on common issues and unique solutions based on local knowledge systems and communities of learners.

  10. The adventures of Ann: A case study of a kindergarten teacher and her beliefs as she explored integrating science into her literacy curriculum

    NASA Astrophysics Data System (ADS)

    Potter, Gregory Ralph

    Science education is an often neglected portion of the curriculum in elementary school, particularly in the primary grades. While early childhood educators have many choices in their curricula, two constants remain, literacy and math education. Ideally, young children need science along with literacy and mathematics. This study investigated how one kindergarten teacher used science to enhance her literacy program and how this use of science in her classroom affected her teaching beliefs. The case study took place in a publicly funded early childhood education center devoted to teaching kindergarten children in the small town of Summers in rural northern California. "Ann" was a master kindergarten teacher who historically used developmentally appropriate activities to support her literacy instruction. She was posed with the suggestion of infusing science into her literacy program and over the course of one school year, she was observed planning, implementing, and reflecting on six integrated science and literacy units. Ann's general teaching beliefs as well as her beliefs about teaching literacy and science were explored in order to investigate whether her experience with the integrated science and literacy units had altered her teaching beliefs. It was discovered that not only had Ann significantly changed the way she taught science, her beliefs about teaching science had changed and had moved towards mimicking her pro-active and positive beliefs about teaching literacy.

  11. Bridging the Achievement Gap for Low Socioeconomic Students through Literacy Intervention

    ERIC Educational Resources Information Center

    Berrios, Mercedes

    2013-01-01

    The purpose of this case study was to examine the factors pertaining to socially, economically, and culturally disadvantaged students, and to relate how these factors do not prohibit these students from demonstrating academic progress in literacy if they are provided with additional academic assistance and resources. This study examined roles and…

  12. The Utility of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in Predicting Reading Achievement

    ERIC Educational Resources Information Center

    Echols, Julie M. Young

    2010-01-01

    Reading proficiency is the goal of many local and national reading initiatives. A key component of these initiatives is accurate and reliable reading assessment. In this high-stakes testing arena, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) has emerged as a preferred measure for identification of students at risk for reading…

  13. Teachers' Classroom Assessment Practices and Fourth-Graders' Reading Literacy Achievements: An International Study

    ERIC Educational Resources Information Center

    Hao, Shiqi; Johnson, Robert L.

    2013-01-01

    This study, through multilevel analyses of the data of four English-speaking nations (i.e., Canada, England, New Zealand and the United States) from the Progress in International Reading Literacy Study (PIRLS) 2001 database, investigated the relationship between teachers' uses of various types of classroom assessments and their fourth-graders'…

  14. Home Literacy Environment and Its Role in the Achievement of Preschoolers with Disabilities

    ERIC Educational Resources Information Center

    Carlson, Elaine; Bitterman, Amy; Jenkins, Frank

    2012-01-01

    The purpose of this study was to examine the relationship between the home literacy environment of a nationally representative sample of preschoolers with disabilities and their subsequent receptive vocabulary and reading comprehension skills using data from the Pre-Elementary Education Longitudinal Study. Results from linear regressions indicated…

  15. Critical Media Pedagogy: Teaching for Achievement in City Schools. Language & Literacy

    ERIC Educational Resources Information Center

    Morrell, Ernest; Duenas, Rudy; Garcia, Veronica; Lopez, Jorge

    2013-01-01

    This practical book examines how teaching media in high school English and social studies classrooms can address major challenges in our educational system. The authors argue that, in addition to providing underserved youth with access to 21st century learning technologies, critical media education will help improve academic literacy achievement…

  16. Examining the Developmental Dynamics between Achievement Strategies and Different Literacy Skills

    ERIC Educational Resources Information Center

    Georgiou, George K.; Manolitsis, George; Zhang, Xiao; Parrila, Rauno; Nurmi, Jari-Erik

    2013-01-01

    We examined the developmental dynamics between task-avoidant behavior and different literacy outcomes, and possible precursors of task-avoidant behavior. Seventy Greek children were followed from Grade 4 until Grade 6 and were assessed every year on reading fluency, spelling, and reading comprehension. The teachers assessed the children's…

  17. Partners "in" Achievement: Synergy Fuels Growth in Literacy and Student Engagement

    ERIC Educational Resources Information Center

    James, Wendy; Derksen, Dave; Alcorn, Kerry

    2014-01-01

    Saskatoon Public Schools made the decision 10 years ago to undertake major changes in how it supports professional learning. The district began with two major priorities: increasing literacy in elementary schools and transforming high schools to increase student engagement. The district appointed a facilitator for each priority in central office,…

  18. Emergent Literacy Skills Achievement of Kindergarteners in Relation to Sample Demographics in Southeastern Connecticut

    ERIC Educational Resources Information Center

    Graves, KellyAnn

    2010-01-01

    This ex post facto, quasi-experimental study was conducted at a single-site, kindergarten through eighth grade district in rural, southeastern Connecticut. Of the single cohort of kindergarten students (N = 35) participating, eight students received fall intervention from a trained paraprofessional using "Stepping Stones to Literacy" and winter…

  19. Relationship between Home Literacy Environment and Reading Achievement in Children with Reading Disabilities

    ERIC Educational Resources Information Center

    Rashid, Fontina L.; Morris, Robin D.; Sevcik, Rose A.

    2005-01-01

    Past research has indicated that a significant relationship exists between young children's early home literacy environment and their reading-related skills. However, this relationship has rarely been investigated among older children with reading disabilities (RD). In the present study, the relationship between parent and child home literacy…

  20. The Impact of School Choice on the Early Literacy Achievement of Kindergarten Students

    ERIC Educational Resources Information Center

    Gabriel, Lydia L.

    2012-01-01

    The purpose of this study was to discover if differences existed in the early literacy skills of non-resident kindergarten students participating in the learning community open enrollment program and resident kindergarten students that do and do not qualify for the free or reduced lunch program at the beginning and end of their kindergarten year.…

  1. Highlights from PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and Science Literacy in an International Context. NCES 2011-004

    ERIC Educational Resources Information Center

    Fleischman, Howard L.; Hopstock, Paul J.; Pelczar, Marisa P.; Shelley, Brooke E.

    2010-01-01

    The Program for International Student Assessment (PISA) is an international assessment that measures the performance of 15-year-olds in reading literacy, mathematics literacy, and science literacy. Coordinated by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of 34 member countries, PISA was…

  2. Assessing mental health literacy: What medical sciences students’ know about depression

    PubMed Central

    Sayarifard, Azadeh; Ghadirian, Laleh; Mohit, Ahmad; Eftekhar, Mehrdad; Badpa, Mahnaz; Rajabi, Fatemeh

    2015-01-01

    Background: Mental health literacy is an individual’s knowledge and belief about mental disorders which aid their recognition, management and prevention. The aim of this study was to investigate mental health literacy among students of Tehran University of Medical Sciences. Methods: In this cross-sectional study, data were collected by the anonymous self-administered questionnaires and finally 324 students participated in the study. Random cluster sampling was used. Questions were in different areas of the mental health literacy for depression include recognition of disorder, intended actions to seek help and perceived barriers, beliefs about interventions, prevention, stigmatization and impact of media. T-test was used for statistical analysis. Results: The mean (±SD) age was 23.5±2.8. The participants were 188 (58.1%) females and 136 (41.9%) males. In response to the recognition of the disorder 115 (35.6%) students mentioned the correct answer. In help-seeking area, 208 (64.3%) gave positive answer. The majority of affected students sought for help from their friends and parents. Stigma was the greatest barrier for seeking help. Television and Internet were the most common sources of information related to mental health. Conclusion: Generally students’ mental health literacy on depression was low in some areas. Appropriate educational programs specifically for reducing mental disorders stigma seems necessary. Organizing networks of co-helper students for mental health could be considered. PMID:26000256

  3. The questions of scientific literacy and the challenges for contemporary science teaching: An ecological perspective

    NASA Astrophysics Data System (ADS)

    Kim, Mijung

    This study began with questions about how science education can bring forth humanity and ethics to reflect increasing concerns about controversial issues of science and technology in contemporary society. Discussing and highlighting binary epistemological assumptions in science education, the study suggests embodied science learning with human subjectivity and integrity between knowledge and practice. The study questions (a) students' understandings of the relationships between STSE and their everyday lifeworld and (b) the challenges of cultivating scientific literacy through STSE teaching. In seeking to understand something about the pedagogical enactment of embodied scientific literacy that emphasizes the harmony of children's knowledges and their lifeworlds, this study employs a mindful pedagogy of hermeneutics. The intro- and intra-dialogical modes of hermeneutic understanding investigate the pedagogical relationship of parts (research texts of students, curriculum, and social milieu) and the whole (STSE teaching in contemporary time and place). The research was conducted with 86 Korean 6 graders at a public school in Seoul, Korea in 2003. Mixed methods were utilized for data collection including a survey questionnaire, a drawing activity, interviews, children's reflective writing, and classroom teaching and observation. The research findings suggest the challenges and possibilities of STSE teaching as follows: (a) children's separated knowledge from everyday practice and living, (b) children's conflicting ideas between ecological/ethical aspects and modernist values, (c) possibilities of embodied knowing in children's practice, and (d) teachers' pedagogical dilemmas in STSE teaching based on the researcher's experiences and reflection throughout teaching practice. As further discussion, this study suggests an ecological paradigm for science curriculum and teaching as a potential framework to cultivate participatory scientific literacy for citizenship in

  4. Minority Ethnic Students and Science Participation: a Qualitative Mapping of Achievement, Aspiration, Interest and Capital

    NASA Astrophysics Data System (ADS)

    Wong, Billy

    2016-02-01

    In the UK, the `leaky pipeline' metaphor has been used to describe the relationship between ethnicity and science participation. Fewer minority ethnic students continue with science in post-compulsory education, and little is known about the ways in which they participate and identify with science, particularly in the secondary school context. Drawing on an exploratory study of 46 interviews and 22 h of classroom observations with British students (aged 11-14) from Black Caribbean, Bangladeshi, Pakistani, Indian and Chinese ethnic backgrounds, this paper identified five `types' of science participation among minority ethnic students. The five types of science participation emerged from an analysis of students' science achievement, science aspiration, science interest and science capital. The characteristics of the five types are as follows: Science adverse students have no aspirations towards science and lacked interest, achievement and capital in science. Science intrinsic students have high science aspirations, interest and capital but low science attainment. Students who are science intermediate have some aspirations, interest and capital in science, with average science grades. Science extrinsic students achieve highly in science, have some science capital but lacked science aspirations and/or interest. Science prominent students are high science achievers with science aspirations, high levels of interest and capital in science. The findings highlight that minority ethnic students participate in science in diverse ways. Policy implications are suggested for each type as this paper provides empirical evidence to counter against public (and even some academic) discourses of minority ethnic students as a homogeneous group.

  5. An Empirical Study of Relationships between Student Self-Concept and Science Achievement in Hong Kong

    ERIC Educational Resources Information Center

    Wang, Jianjun; Oliver, Steve; Garcia, Augustine

    2004-01-01

    Positive self-concept and good understanding of science are important indicators of scientific literacy endorsed by professional organizations. The existing research literature suggests that these two indicators are reciprocally related and mutually reinforcing. Generalization of the reciprocal model demands empirical studies in different…

  6. Do Resources Matter? PISA Science Achievement Comparisons between Students in the United States, Canada and Finland

    ERIC Educational Resources Information Center

    Beese, Jane; Liang, Xin

    2010-01-01

    The "PISA 2006 Science Literacy Assessment" results report Finland as the first ranked country out of the 30 developed nations that participated in the testing (Organization for Economic Cooperation and Development, 2007). The United States was ranked 21st. Closer examination of school and student variables may help explain these outcomes. This…

  7. Monkeying Around: Examining the Effects of a Community Zoo on the Science Achievement of Third Graders

    ERIC Educational Resources Information Center

    Kenny, Heather A.

    2010-01-01

    This investigation examined the efficacy of a model of integrated science and literacy instruction situated at a community zoo. Three intact cohorts of third grade urban students received instruction via different treatments: inquiry-based instruction at a zoo; inquiry-based instruction at school; and activity-based instruction at a zoo. All three…

  8. A look at the definition, pedagogy, and evaluation of scientific literacy within the natural science departments at a southwestern university

    NASA Astrophysics Data System (ADS)

    Flynn, Deborah Kay

    This study focuses on the promotion of scientific literacy within the natural science departments and how faculty within these departments define, incorporate, and evaluate scientific literacy in their courses. The researcher examined data from participant interviews, observations, and archival material from courses taught by the participants. The results of the research study suggest that participants express their idea of scientific literacy through storytelling, real world connections, technology, and collaboration. Results suggest that diversity in the perception of scientific literacy within these themes did occur, either actually or conceptually. The research used the definition and components set forth by the National Research Council as a benchmark when looking at the participants' own definition, incorporation and evaluation of scientific literacy.

  9. Science Meets Literacy and Art at the Library

    NASA Astrophysics Data System (ADS)

    LaConte, K. M.; Shipp, S. S.; Halligan, E.

    2011-12-01

    The Lunar and Planetary Institute's Explore! program is designed to engage and inspire children in Earth and space science in the library and other informal learning environments. Eight online thematic Explore! modules make up-to-date science accessible to rural communities - often where the library is the closest center of public learning - and other underserved audiences. The program prepares librarians to engage their communities in science through experiences with the modules, interactions with scientists, exploration of the resources available within the library learning environment, and development of local partnerships. Through hands-on science activities, art, and reading, Explore! reaches library patrons between the ages of 8 and 13 through librarian-led, locally facilitated programs across the nation. For example, NASA Lunar Science Institute research into lunar formation, evolution, and orbital dynamics are woven into a comic book that serves as a journal and art piece for participants in Marvel Moon programs (http://www.lpi.usra.edu/explore/marvelMoon). In another example, children compare cloud types and atmospheric structure on Earth and Jupiter, and then they consider artwork of Jupiter's clouds and the future discoveries of NASA's upcoming Juno mission as they write "Jovian Poetry" (http://www.lpi.usra.edu/explore/solar_system/activities/weatherStations). Explore! program facilitators are provided resources for making use of children's science books and local professional scientists and engineers.

  10. The Nexus between Science Literacy & Technical Literacy: A State by State Analysis of Engineering Content in State Science Standards

    ERIC Educational Resources Information Center

    Koehler, Catherine M.; Faraclas, Elias; Giblin, David; Moss, David M.; Kazerounian, Kazem

    2013-01-01

    This study explores how engineering concepts are represented in secondary science standards across the nation by examining how engineering and technical concepts are infused into these frameworks. Secondary science standards from 49 states plus the District of Columbia were analyzed and ranked based on how many engineering concepts were found.…

  11. Enhancing graphical literacy skills in the high school science classroom via authentic, intensive data collection and graphical representation exposure

    NASA Astrophysics Data System (ADS)

    Palmeri, Anthony

    This research project was developed to provide extensive practice and exposure to data collection and data representation in a high school science classroom. The student population engaged in this study included 40 high school sophomores enrolled in two microbiology classes. Laboratory investigations and activities were deliberately designed to include quantitative data collection that necessitated organization and graphical representation. These activities were embedded into the curriculum and conducted in conjunction with the normal and expected course content, rather than as a separate entity. It was expected that routine practice with graph construction and interpretation would result in improved competency when graphing data and proficiency in analyzing graphs. To objectively test the effectiveness in achieving this goal, a pre-test and post-test that included graph construction, interpretation, interpolation, extrapolation, and analysis was administered. Based on the results of a paired T-Test, graphical literacy was significantly enhanced by extensive practice and exposure to data representation.

  12. Achieving Conservation Science that Bridges the Knowledge–Action Boundary

    PubMed Central

    Cook, Carly N; Mascia, Michael B; Schwartz, Mark W; Possingham, Hugh P; Fuller, Richard A

    2013-01-01

    There are many barriers to using science to inform conservation policy and practice. Conservation scientists wishing to produce management-relevant science must balance this goal with the imperative of demonstrating novelty and rigor in their science. Decision makers seeking to make evidence-based decisions must balance a desire for knowledge with the need to act despite uncertainty. Generating science that will effectively inform management decisions requires that the production of information (the components of knowledge) be salient (relevant and timely), credible (authoritative, believable, and trusted), and legitimate (developed via a process that considers the values and perspectives of all relevant actors) in the eyes of both researchers and decision makers. We perceive 3 key challenges for those hoping to generate conservation science that achieves all 3 of these information characteristics. First, scientific and management audiences can have contrasting perceptions about the salience of research. Second, the pursuit of scientific credibility can come at the cost of salience and legitimacy in the eyes of decision makers, and, third, different actors can have conflicting views about what constitutes legitimate information. We highlight 4 institutional frameworks that can facilitate science that will inform management: boundary organizations (environmental organizations that span the boundary between science and management), research scientists embedded in resource management agencies, formal links between decision makers and scientists at research-focused institutions, and training programs for conservation professionals. Although these are not the only approaches to generating boundary-spanning science, nor are they mutually exclusive, they provide mechanisms for promoting communication, translation, and mediation across the knowledge–action boundary. We believe that despite the challenges, conservation science should strive to be a boundary science, which

  13. Conceptual continuity and the science of baseball: using informal science literacy to promote students' science learning

    NASA Astrophysics Data System (ADS)

    Brown, Bryan A.; Kloser, Matt

    2009-12-01

    This project explores conceptual continuity as a framework for understanding students' native ways of understanding and describing. Conceptual continuity suggests that the relationship between the use of words in one genre and the scientific genre can exist at varying levels of association. This perspective can reveal the varied relationships between ideas explained in everyday or vernacular genres and their association to scientific explanations. We conducted a 2-year study involving 15 high school baseball players' understanding of the physics involved in baseball. First, we conducted a quantitative assessment of their science understanding by administering a test prior to season one (2006) and season two (2007). Second, we examined the types of linguistic resources students used to explain their understanding. Third, we revisited our data by using conceptual continuity to identify similarities between students' conceptual understanding in the informal contexts and their similarities to canonical scientific ideas. The results indicated students' performance on the multiple-choice questions suggested no significant improvement. The qualitative analyses revealed that students were able to accurately explain different components of the idea by using a diversity of scientific and non-scientific genres. These results call attention to the need to reconstruct our vision of science learning to include a more language sensitive approach to teaching and learning.

  14. The aurora, Mars, and more! Increasing science content in elementary grades through art and literacy programs in earth and space science

    NASA Astrophysics Data System (ADS)

    Renfrow, S.; Wood, E. L.

    2011-12-01

    Although reading, writing, and math examinations are often conducted early in elementary school, science is not typically tested until 4th or 5th grade. The result is a refocus on the tested topics at the expense of the untested ones, despite that standards exist for each topic at all grades. On a national level, science instruction is relegated to a matter of a few hours per week. A 2007 Education Policy study states that elementary school students spend an average of 178 minutes a week on science while spending 500 minutes on literacy. A recent NSTA report in July of elementary and middle school teachers confirms that teachers feel pressured to teach math and literacy at the expense of other programs. One unintended result is that teachers in grades where science is tested must play catch-up with students for them to be successful on the assessment. A unique way to combat the lack of science instruction at elementary grades is to combine literacy, social studies, and math into an integrated science program, thereby increasing the number of science contact hours. The Dancing Lights program, developed at the Laboratory for Atmospheric and Space Physics, is a science, art, and literacy program about the aurora designed to easily fit into a typical 3rd-5th grade instructional day. It mirrors other successful literacy programs and will provide a basis for the literacy program being developed for the upcoming MAVEN mission to Mars. We will present early findings, as well as "lessons learned" during our development and implementation of the Dancing Lights program and will highlight our goals for the MAVEN mission literacy program.

  15. Scientific literacy of adult participants in an online citizen science project

    NASA Astrophysics Data System (ADS)

    Price, Charles Aaron

    Citizen Science projects offer opportunities for non-scientists to take part in scientific research. Scientific results from these projects have been well documented. However, there is limited research about how these projects affect their volunteer participants. In this study, I investigate how participation in an online, collaborative astronomical citizen science project can be associated with the scientific literacy of its participants. Scientific literacy is measured through three elements: attitude towards science, belief in the nature of science and competencies associated with learning science. The first two elements are measured through a pre-test given to 1,385 participants when they join the project and a post-test given six months later to 125 participants. Attitude towards science was measured using nine Likert-items custom designed for this project and beliefs in the nature of science were measured using a modified version of the Nature of Science Knowledge scale. Responses were analyzed using the Rasch Rating Scale Model. Competencies are measured through analysis of discourse occurring in online asynchronous discussion forums using the Community of Inquiry framework, which describes three types of presence in the online forums: cognitive, social and teaching. Results show that overall attitudes did not change, p = .225. However, there was significant change towards attitudes about science in the news (positive) and scientific self efficacy (negative), p < .001 and p = .035 respectively. Beliefs in the nature of science exhibited a small, but significant increase, p = .04. Relative positioning of scores on the belief items did not change much, suggesting the increase is mostly due to reinforcement of current beliefs. The cognitive and teaching presence in the online forums did not change, p = .807 and p = .505 respectively. However, the social presence did change, p = .011. Overall, these results suggest that multi-faceted, collaborative citizen

  16. Science Engagement and Literacy: A Retrospective Analysis for Indigenous and Non-Indigenous Students in Aotearoa New Zealand and Australia

    NASA Astrophysics Data System (ADS)

    Woods-McConney, Amanda; Oliver, Mary C.; McConney, Andrew; Maor, Dorit; Schibeci, Renato

    2013-02-01

    Previous research has underlined the importance of school students' engagement in science (including students' attitudes, interests and self beliefs). Engagement in science is important as a correlate of scientific literacy and attainment, and as an educational outcome in its own right. Students positively engaged with science are more likely to pursue science related careers, and to support science related policies and initiatives. This retrospective, secondary analysis of PISA 2006 national data for Aotearoa New Zealand and Australia examines and compares the factors associated with science literacy and with science engagement for indigenous and non-indigenous 15 year old students. Using a four step hierarchical regression model, our secondary analyses showed consistent patterns of influence on engagement in science for both indigenous and non-indigenous students in Aotearoa and Australia. Variations in students' interest, enjoyment, personal and general valuing, self-efficacy, and self concept in science were most strongly associated with the extent to which students engaged in science activities outside of school. In contrast, socioeconomic status, time spent on science lessons and study, and the character of science teaching experienced by students in their schools were the factors most explanatory of variations in science literacy. Yet, the factors that explained variation in science literacy had only quite weak associations with the suite of variables comprising engagement in science. We discuss the implications of these findings for science educators and researchers interested in enhancing students' engagement with science, and committed to contributing positively to closing the persistent gap in educational outcomes between indigenous and non-indigenous peoples.

  17. Think Scientifically: The NASA Solar Dynamics Observatory's Elementary Science Literacy Program

    NASA Astrophysics Data System (ADS)

    Van Norden, Wendy M.

    2013-07-01

    The pressure to focus on math and reading at the elementary level has increased in recent years. As a result, science education has taken a back seat in elementary classrooms. The Think Scientifically book series provides a way for science to easily integrate with existing math and reading curriculum. This story-based science literature program integrates a classic storybook format with solar science concepts, to make an educational product that meets state literacy standards. Each story is accompanied by hands-on labs and activities that teachers can easily conduct in their classrooms with minimal training and materials, as well as math and language arts extensions. These books are being distributed through teacher workshops and conferences, and are available free at http://sdo.gsfc.nasa.gov/epo/educators/thinkscientifically.php.

  18. Secondary Education Through Health -- environmental health curriculum: A Superfund science literacy outreach project

    SciTech Connect

    Sherman, L.R.

    1996-12-31

    Inner-city high school students are disproportionately affected by health problems that stem from environmental conditions. Also, they are not adequately prepared in Science -- especially in the concepts, methods, and procedures of environmental-health science research -- and are generally unaware of the career opportunities in this field. A Superfund program was developed to increase Science literacy and expand career knowledge in environmental health among a cohort of minority high school students from New York City. The year-round program features lectures, laboratory tours, seminars, investigations, and research taught by faculty and Superfund investigators at Mount Sinai`s Environmental Health Sciences Center. The students made remarkable progress in terms of gaining environmental health knowledge, laboratory and scientific research skills, and awareness of environmental health careers.

  19. Why Digital Literacy Is Important for Science Teaching and Learning

    ERIC Educational Resources Information Center

    Ng, Wan

    2011-01-01

    In recent years, the Australian Government has invested heavily ($2.4 b) into the Digital Education Revolution with initiatives that aim at increasing ICT proficiencies in teachers and school leaders and equipping Years 9-12 students with a laptop each. Such initiatives should be welcomed by the science education community as ICT offers…

  20. Multimodal Literacies in Science: Currency, Coherence and Focus

    NASA Astrophysics Data System (ADS)

    Klein, Perry D.; Kirkpatrick, Lori C.

    2010-01-01

    Since the 1990s, researchers have increasingly drawn attention to the multiplicity of representations used in science. This issue of RISE advances this line of research by placing such representations at the centre of science teaching and learning. The authors show that representations do not simply transmit scientific information; they are integral to reasoning about scientific phenomena. This focus on thinking with representations mediates between well-resolved representations and formal reasoning of disciplinary science, and the capacity-limited, perceptually-driven nature of human cognition. The teaching practices described here build on three key principles: Each representation is interpreted through others; natural language is a sign system that is used to interpret a variety of other kinds of representations; and this chain of signs or representations is ultimately grounded in bodily experiences of perception and action. In these papers, the researchers provide examples and analysis of teachers scaffolding students in using representations to construct new knowledge, and in constructing new representations to express and develop their knowledge. The result is a new delineation of the power and the challenges of teaching science with multiple representations.

  1. Learning Logs in the Science Classroom: The Literacy Advantage

    ERIC Educational Resources Information Center

    Steenson, Cheryl

    2006-01-01

    In this article, the author discusses one of the most functional forms of writing to learn, the two-column learning logs. Two-column learning logs are based on the premise that collecting information and processing information are two very different aspects of learning. Two-column logs allow students to connect the facts and theories of science to…

  2. Disciplinary Literacy in the Science Classroom: Using Adaptive Primary Literature

    ERIC Educational Resources Information Center

    Koomen, Michele Hollingsworth; Weaver, Sarah; Blair, Robert B.; Oberhauser, Karen S.

    2016-01-01

    This study reports on an innovative version of adaptive primary literature (APL) that we call Science Behind the Scenes used during a summer professional development (PD) program. Classroom teachers read and discussed papers from the primary literature, and created translations of these papers relevant to their own classroom needs. We randomly…

  3. Integrating Literacy, Math, and Science to Make Learning Come Alive

    ERIC Educational Resources Information Center

    Bintz, William P.; Moore, Sara D.; Hayhurst, Elaine; Jones, Rubin; Tuttle, Sherry

    2006-01-01

    In this article, the authors who are an interdisciplinary team of middle school educators collaboratively developed and implemented an interdisciplinary unit designed to help middle school students: (1) think like mathematicians and scientists; (2) develop specific areas of expertise in math and science; and (3) use literature as a tool to learn…

  4. Reading, Writing & Rings: Science Literacy for K-4 Students

    NASA Astrophysics Data System (ADS)

    McConnell, S.; Spilker, L.; Zimmerman-Brachman, R.

    2007-12-01

    Scientific discovery is the impetus for the K-4 Education program, "Reading, Writing & Rings." This program is unique because its focus is to engage elementary students in reading and writing to strengthen these basic academic skills through scientific content. As science has been increasingly overtaken by the language arts in elementary classrooms, the Cassini Education Program has taken advantage of a new cross-disciplinary approach to use language arts as a vehicle for increasing scientific content in the classroom. By utilizing the planet Saturn and the Cassini-Huygens mission as a model in both primary reading and writing students in these grade levels, young students can explore science material while at the same time learning these basic academic skills. Content includes reading, thinking, and hands-on activities. Developed in partnership with the Cassini-Huygens Education and Public Outreach Program, the Bay Area Writing Project/California Writing Project, Foundations in Reading Through Science & Technology (FIRST), and the Caltech Pre-College Science Initiative (CAPSI), and classroom educators, "Reading, Writing & Rings" blends the excitement of space exploration with reading and writing. All materials are teacher developed, aligned with national science and language education standards, and are available from the Cassini-Huygens website: http://saturn.jpl.nasa.gov/education/edu-k4.cfm Materials are divided into two grade level units. One unit is designed for students in grades 1 and 2 while the other unit focuses on students in grades 3 and 4. Each includes a series of lessons that take students on a path of exploration of Saturn using reading and writing prompts.

  5. Evaluation of Science Achievement and Science Test Development in an International Context: The IEA Study in Science

    ERIC Educational Resources Information Center

    Klopfer, Leopold E.

    1973-01-01

    Describes the development of cognitive tests and their administration to four student populations in a cross-nation study on science achievement by the International Association for the Evaluation of Educational Achievement. Included are illustrative items, a table of behavior-subject area grid, and test scores by countries. (CC)

  6. Using Domain Requirements to Achieve Science-Oriented Provenance

    SciTech Connect

    Stephan, Eric G; Halter, Todd D; Critchlow, Terence J; Pinheiro Da Silva, Paulo; Salayandia, Leonardo

    2010-06-18

    Using Domain Requirements to Achieve Science-Oriented Provenance Eric Stephan1 Todd Halter1 Terence Critchlow1 Paulo Pinheiro da Silva2 Leonardo Salayandia2 1 Pacific Northwest National Laboratory, Richland WA, USA 2 University of Texas at El Paso, El Paso TX, USA Abstract. The US Department of Energy (DOE) Atmospheric Radi- ation Measurement Program (ARM) is adopting the use of formalized provenance to support observational data products produced by ARM operations and relied upon by researchers. Because of the diversity of needs in the climate community provenance will need to be conveyed in a domain-oriented context. This paper explores a use case where semantic abstract workflows (SAW) are employed as a means to filter, aggregate, and contextually describe the historical events responsible for the ARM data product the scientist is relying upon.

  7. The ASP at 125: Advancing Science Literacy in an Age of Acceleration

    NASA Astrophysics Data System (ADS)

    Manning, Jim

    2014-01-01

    On February 7, 2014, the Astronomical Society of the Pacific will celebrate its 125th birthday and a century and a quarter of advancing astronomy and astronomy/science education during a period of revolutionary change in our understanding of the universe. In keeping with both the retrospective and forward-looking nature of such milestones, the presenter will: 1) share highlights of the Society’s work in supporting the communication of astronomy research through its professional publications, and creating innovative astronomy education and public outreach projects and networks to advance student, teacher and public understanding of astronomy and science; 2) report on current NASA- and NSF-funded efforts and on plans going forward; 3) and solicit input from the assembled community on how the ASP can best serve its various constituencies and the cause of science education, communication and literacy at a time when both the universe and life on Earth are accelerating at unprecedented rates. Birthdays are for celebrating; come celebrate with us as we rededicate ourselves to a mission of advancing science literacy through astronomy.

  8. Computer literacy for life sciences: helping the digital-era biology undergraduates face today's research.

    PubMed

    Smolinski, Tomasz G

    2010-01-01

    Computer literacy plays a critical role in today's life sciences research. Without the ability to use computers to efficiently manipulate and analyze large amounts of data resulting from biological experiments and simulations, many of the pressing questions in the life sciences could not be answered. Today's undergraduates, despite the ubiquity of computers in their lives, seem to be largely unfamiliar with how computers are being used to pursue and answer such questions. This article describes an innovative undergraduate-level course, titled Computer Literacy for Life Sciences, that aims to teach students the basics of a computerized scientific research pursuit. The purpose of the course is for students to develop a hands-on working experience in using standard computer software tools as well as computer techniques and methodologies used in life sciences research. This paper provides a detailed description of the didactical tools and assessment methods used in and outside of the classroom as well as a discussion of the lessons learned during the first installment of the course taught at Emory University in fall semester 2009. PMID:20810969

  9. The effects of a science intervention program on the attitudes and achievement of high school girls in science

    NASA Astrophysics Data System (ADS)

    Steakley, Carrie Capers

    This study investigated the effects of a high school science intervention program that included hands-on activities, science-related career information and exposure, and real-world experiences on girls' attitudes and achievement in science. Eighty-four girls, 44 ninth-graders and 40 tenth-graders, and 105 parents participated in the study. Survey data was collected to assess the girls' attitudes toward science in seven distinct areas: social implications of science, normality of scientists, attitude toward scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, leisure interest in science, and career interest in science. Additional questionnaires were used to determine the extent of the girls' participation in sports and the attitudes of their parents toward science. The girls' cumulative science semester grade point averages since the seventh grade were used to assess academic science achievement. This study found no evidence that participation in the program improved the girls' attitudes or achievement in science. Parent attitudes and years of participation in sports were not accurate predictors of science achievement. Additionally, no significant relationship was detected between the girls' and their parents' perceptions of science. However, the study did suggest that extended participation in sports may positively affect science achievement for girls. This study holds implications for educational stakeholders who seek to implement intervention methods and programs that may improve student attitudes and achievement in science and attract more youth to future science-related careers.

  10. Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-Service Teacher Preparation Intervention

    ERIC Educational Resources Information Center

    Shaw, Jerome M.; Lyon, Edward G.; Stoddart, Trish; Mosqueda, Eduardo; Menon, Preetha

    2014-01-01

    This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project's impact on student learning,…

  11. Enhancing Literacy Practices in Science Classrooms through a Professional Development Program for Canadian Minority-Language Teachers

    ERIC Educational Resources Information Center

    Rivard, Léonard P.; Gueye, Ndeye R.

    2016-01-01

    'Literacy in the Science Classroom Project" was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted…

  12. A Reflection on Distorted Views of Science and Technology in Science Textbooks as Obstacles to the Improvement of Students' Scientific Literacy

    ERIC Educational Resources Information Center

    Calado, Florbela M.; Bogner, Franz X.

    2013-01-01

    Scientific literacy has been increasingly considered a major goal of science education. While textbooks remain the most widespread tools for pursuing this goal within classrooms, they have been slow to adapt to the most recent epistemological paradigms, often still conveying distorted views of science and technology. Accordingly, we present herein…

  13. The Communication in Science Inquiry Project (CISIP): A Project to Enhance Scientific Literacy through the Creation of Science Classroom Discourse Communities

    ERIC Educational Resources Information Center

    Baker, Dale R.; Lewis, Elizabeth B.; Purzer, Senay; Watts, Nievita Bueno; Perkins, Gita; Uysal, Sibel; Wong, Sissy; Beard, Rachelle; Lang, Michael

    2009-01-01

    This study reports on the context and impact of the Communication in Science Inquiry Project (CISIP) professional development to promote teachers' and students' scientific literacy through the creation of science classroom discourse communities. The theoretical underpinnings of the professional development model are presented and key professional…

  14. A Reconstructed Vision of Environmental Science Literacy: The case of Qatar

    NASA Astrophysics Data System (ADS)

    Khishfe, Rola

    2014-12-01

    The purpose of this study was twofold: (a) develop a conceptual framework for environmental science literacy; and consequently (b) examine the potential of science standards/curricula to prepare environmentally literate citizens. The framework comprised four pillars: science content knowledge, scientific inquiry, nature of science (NOS), and socioscientific issues (SSI). A conceptual understanding of these pillars as interconnected was presented and justified. Then the developed framework was used to examine the potential of the Qatari science standards to prepare environmentally literate citizens. Results showed that the secondary Qatari science standards generally take up the pillars of science content and scientific inquiry in an explicit manner. The NOS pillar is rarely addressed, while the SSI pillar is not addressed in the objectives and activities in a way that aligns with the heavy emphasis given in the overall aims. Moreover, the connections among pillars are mostly manifested within the activities and between the science content and scientific inquiry. The objectives and activities targeting the environment were less frequent among the four pillars across the Qatari standards. Again, the connections related to the environment were less frequent in conformity with the limited environmental objectives and activities. Implications from this study relate to the need for the distribution of the four pillars across the standards as well as the presentation of the different pillars as interconnected.

  15. Attitudes toward Nuclear Energy: One Potential Path for Achieving Scientific Literacy.

    ERIC Educational Resources Information Center

    Dulski, Richard E.; And Others

    1995-01-01

    Identifies the attitudes of secondary school students toward several science-related topical areas (i.e., nuclear energy, environmental issues, energy concepts, science concepts, space exploration, and metrication) for the purpose of enhancing students' attitudinal development toward science-related topical areas. Discusses respondents attitude…

  16. Investigating Undergraduate Students' Science Literacy: Responses Related to Radiation and DNA

    NASA Astrophysics Data System (ADS)

    Impey, C.; Buxner, S.; Nieberding, M.; Romine, J.

    2015-11-01

    This study is part of a larger one investigating undergraduate students' science literacy. Over the past 25 years we have been investigating undergraduate students' basic science knowledge as well as beliefs and attitudes towards science and technology. Data has been collected from almost 12,000 students, mostly freshman and sophomore students and mostly non-STEM majors. This paper presents findings of two open ended questions that probe students' understanding of radiation and DNA. Each open ended question was coded using a scheme developed from existing literature and emergent themes. Analyses revealed that STEM students are better able to correctly describe radiation and had fewer misconceptions. Many students mentioned chemical characteristics and functions of DNA although a substantial number of students reported common misconceptions or trivial responses. Our results add to our existing work to help us understand how to better support students' learning in our undergraduate courses.

  17. First-year Pre-service Teachers in Taiwan—Do they enter the teacher program with satisfactory scientific literacy and attitudes toward science?

    NASA Astrophysics Data System (ADS)

    Chin, Chi-Chin

    2005-10-01

    Scientific literacy and attitudes toward science play an important role in human daily lives. The purpose of this study was to investigate whether first-year pre-service teachers in colleges in Taiwan have a satisfactory level of scientific literacy. The domains of scientific literacy selected in this study include: (1) science content; (2) the interaction between science, technology and society (STS); (3) the nature of science; and (4) attitudes toward science. In this study, the instruments used were Chinese translations of the Test of Basic Scientific Literacy (TBSL) and the Test of Science-related Attitudes. Elementary education majors (n = 141) and science education majors (n = 138) from four teachers’ colleges responded to these instruments. The statistical results from the tests revealed that, in general, the basic scientific literacy of first-year pre-service teachers was at a satisfactory level. Of the six scales covered in this study, the pre-service teachers displayed the highest literacy in health science, STS, and life science. Literacy in the areas of the nature of science and earth science was rated lowest. The results also showed that science education majors scored significantly higher in physical science, life science, nature of science, science content, and the TBSL than elementary science majors. Males performed better than females in earth science, life science, science content, and the TBSL. Next, elementary education majors responded with more “don’t know” responses than science education majors. In general, the pre-service teachers were moderately positive in terms of attitudes toward science while science education majors had more positive attitudes toward science. There was no significant difference in attitudes between genders. Previous experience in science indicated more positive attitudes toward science. The results from stepwise regression revealed that STS, the nature of science, and attitudes toward science could explain 50

  18. Analysis According to Certain Variables of Scientific Literacy among Gifted Students That Participate in Scientific Activities at Science and Art Centers

    ERIC Educational Resources Information Center

    Kömek, Emre; Yagiz, Dursun; Kurt, Murat

    2015-01-01

    The purpose of this study is to analyze scientific literacy levels relevant to science and technology classes among gifted students that participate in scientific activities at science and art centers. This study investigated whether there was a significant difference in scientific literacy levels among gifted students according to the areas of…

  19. "Do Books Like These Have Authors?" New Roles for Text and New Demands on Students in Integrated Science-Literacy Instruction

    ERIC Educational Resources Information Center

    Sørvik, Gard Ove; Blikstad-Balas, Marte; Ødegaard, Marianne

    2015-01-01

    We report on research that explores students' literacy practices in six Norwegian primary school science classrooms during integrated science-literacy instruction. The study combines observational video data and interview data to examine students' encounters with and use of text, along with their views and experiences related to science…

  20. Improving Environmental Literacy through GO3 Citizen Science Project

    NASA Astrophysics Data System (ADS)

    Wilkening, B.

    2011-12-01

    In the Global Ozone (GO3) Project students measure ground-level ozone on a continuous basis and upload their results to a global network used by atmospheric scientists and schools. Students learn important concepts such as chemical measurement methods; instrumentation; calibration; data acquisition using computers; data quality; statistics; data analysis and graphing; posting of data to the web; the chemistry of air pollution; stratospheric ozone depletion and global climate change. Students collaborate with researchers and other students globally in the GO3 network. Wilson K-8 School is located in a suburban area in Pima County, Arizona. Throughout the year we receive high ozone alert days. Prior to joining the GO3 project, my students were unaware of air pollution alerts, risks and causes. In the past when Pima County issued alerts to the school, they were posted on signs around the school. No explanation was provided to the students and the signs were often left up for days. This discounted the potential health effects of the situation, resulting in the alerts effectively being ignored. The GO3 project is transforming both my students and our school community. Now my students are:

    • Performing science research
    • Utilizing technology and increasing their skills
    • Collaborating in a responsible manner on the global GO3 social network
    • Communicating their work to the community
    • Issuing their own ozone alerts to their school
    • Advocating for actions that will improve air quality
    My students participation in this citizen science project is creating a more cognizant and active community in regards to air pollution.