Koncept přírodovědné gramotnosti v České republice: analýza a porovnání

Svatava Janoušková; Vojtěch Žák; Martin Rusek

doi:10.5817/SP2019-3-4

The Concept of Scientific Literacy in the Czech Republic: An Analysis and Comparisons

Vol.24,No.3(2019)
Studia paedagogica

Svatava Janoušková Vojtěch Žák Martin Rusek

https://doi.org/10.5817/SP2019-3-4

PDF (Czech)

Abstract

Scientific literacy is a term which has been internationally used since the 1950s. In recent decades, the term has often been connected to the Programme for International Student Assessment (PISA). The term also appears in the context of the Czech educational system, though it has multiple definitions. The objective of this study is to analyze and compare four documents on scientific literacy (of which three are Czech and one international). Content analysis and comparison of the documents show that individual definitions of the term share the following features: knowledge and the use of scientific terms, knowledge and the use of the scientific methods, reflection of scientific work, and the broader context of scientific knowledge. The definitions differ only slightly, mostly in their emphasis on the environment, the connections between the development of scientific and reading literacy, how they deal with information obtained from the media, and other minor details. The study concludes by showing that implementation of scientific literacy in the current revised curriculum seems to be possible without major difficulties.

Keywords:
scientific literacy; science education; curriculum; curricular document; content analysis; PISA

References

[1] Agin, M. L. (1974). Education for scientific literacy: A conceptual frame of reference and some applications. Science Education, 58(3), 403–415. | DOI 10.1002/sce.3730580316

[2] Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching and assessing: a revision of Bloom's taxonomy of educational objectives. New York: Longman.

[3] Archer-Bradshaw, R. E. (2014). Demystifying scientific literacy: Charting the path for the 21st century. Journal of Educational and Social Research, 4(3), 165–172.

[4] Branscomb, A. W. (1981). Knowing how to know. Science, Technology and Human Values, 6(36), 5–9.

[5] Bybee, R. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth: Heinemann.

[6] ČŠI. (2015). Metodika pro hodnocení přírodovědné gramotnosti. Dostupné z http://www.niqes.cz/Niqes/media/Testovani/KE%20STA%C5%BDEN%C3%8D/V%C3%BDstupy%20KA1/P%C5%99G/Metodika-pro-hodnoceni-rozvoje-PrG.pdf

[7] DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582–601. | DOI 10.1002/1098-2736(200008)37:6<582::AID-TEA5>3.0.CO;2-L

[8] Dillon, J. (2009). On scientific literacy and curriculum reform. International Journal of Environmental and Science Education, 4(3), 201–213.

[9] Eilks, I., Nielsen, J. A., & Hofstein, A. (2014). Learning about the role and function of science in public debate as an essential component of scientific literacy. In C. Bruguiere, A. Tiberghien, & P. Clement (Eds.), Topics and trends in current science education (s. 85–100). Dordrecht: Springer.

[10] Faltýn, J., Nemčíková, K., & Zelendová, E. (Eds.). (2010). Gramotnosti ve vzdělávání – příručka pro učitele. Dostupné z http://www.vuppraha.cz/wp-content/uploads/2011/03/Gramotnosti-ve-vzdelavani11.pdf

[11] Hand, B., & Prain, V. (2006). Moving from border crossing to convergence of perspectives in language and science literacy research and practice. International Journal of Science Education, 28(2–3), 101–107. | DOI 10.1080/09500690500336528

[12] Holbrook, J. (2005). Making chemistry teaching relevant. Chemical Education International, 6(1), 1–12.

[13] Holbrook, J., & Rannikmäe, M. (2009). The meaning of scientific literacy. International Journal of Environmental and Science Education, 4(3), 275–288.

[14] Hurd, P. H. (1958). Science literacy: Its meaning for American schools. Educational Leadership, 16(1), 13–16.

[15] Hurd, P. H. (1998). Scientific literacy: New minds for a changing world. Science Education, 82(3), 407–416. | DOI 10.1002/(SICI)1098-237X(199806)82:3<407::AID-SCE6>3.0.CO;2-G

[16] Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71–94. | DOI 10.1002/(SICI)1098-237X(200001)84:1<71::AID-SCE6>3.0.CO;2-C

[17] OECD. (2016). PISA 2015: Assessment and analytical framework. Paris: OECD Publishing.

[18] Pella, M. O., O'Hearn, G., & Gale, C. W. (1966). Referents to scientific literacy. Journal of Research in Science Teaching, 4(3), 199–208. | DOI 10.1002/tea.3660040317

[19] Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research in science education (s. 729–780). Mahwah: Lawrence Erlbaum.

[20] RVP ZV (Rámcový vzdělávací program pro základní vzdělávání). (2017). Praha: MŠMT. Dostupné z http://www.nuv.cz/uploads/RVP_ZV_2017_cerven.pdf

[21] Shamos, M. H. (1995). The myth of scientific literacy. New Brunswick: Rutgers University Press.

[22] Sjøberg, S. (2015). PISA and global educational governance – A critique of the project. Its uses and implications. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), 111–127.

[23] Stuckey, M., & Eilks, I. (2015). Chemistry under your skin? Experiments with tattoo inks for secondary school chemistry students. Journal of Chemical Education, 92(1), 129–134. | DOI 10.1021/ed400804s

[24] Svoboda, E., & Kolářová, R. (2006). Didaktika fyziky základní a střední školy: Vybrané kapitoly. Praha: Karolinum.

[25] Van den Akker, J. (2010). Beyond Lisbon 2010: Perspectives from research and development for educational policy in Europe. Sint-Katelijne-Waver: CIDREE (Consortium of Institutions for Development and Research in Education in Europe).

[26] VÚP. (2011). Gramotnosti ve vzdělávání – soubor studií. Dostupné z http://www.nuv.cz/uploads/Publikace/vup/Gramotnosti_ve_vzdelavani_soubor_studii1.pdf

[27] Wellington, J., & Osborne, J. (2001). Language and literacy in science education. Buckingham: Open University Press.

[28] Yore, L. D., Hand, B., Goldman, S. R., Hildebrand, G. M., Osborne, J. F., Treagust, D. F., & Wallace, C. S. (2004). New directions in language and science education research. Reading Research Quarterly, 39(3), 347–352.

Metrics