How can scientific literacy be achieved in the primary classroom?
The acquisition of scientific literacy skills is promoted in the classroom by developing abilities in scientific processes and encouraging positive attitudes in students (Kaya, Bahceci, & Altuk, 2012, p.499). As discussed, this is facilitated through inquiry-based learning environments (Martin, 2006, p.58), which also indicates the need to acknowledge the ever-changing understanding of science by choosing content based on considerations of student interest, expertise of teachers and cultural contexts (DeBoer, 2000, p. 597).
Within school circumstances, students’ scientific literacy skills are developed across stages to enrich views of themselves, society and the environment by applying learning in relevant contexts (Board of Studies NSW, 1993, p.7). An example of this coming to fruition is found in the Science and Technology K-6 Syllabus through comparing the successive units of work on the “material world” (Board of Studies NSW, 1993, p.106, 132). While the Stage 2 unit proposes that students will learn about natural and processed materials, how they are used as well as the associated benefits and problems with humans changing the environment (Board of Studies NSW, 1993, p.106); this is extended during the Stage 3 unit where students are encouraged to identify ecological consequences of production, explore technology’s effect on the Earth’s environments as well as consider future impacts and changes to living caused by interacting with the environment (Board of Studies NSW, 1993, p.132). This clearly demonstrates an achievement of scientific literacy through progression from immersing students in learning and knowledge acquisition to provoking discussion and applying content to solve real world problems.
Within school circumstances, students’ scientific literacy skills are developed across stages to enrich views of themselves, society and the environment by applying learning in relevant contexts (Board of Studies NSW, 1993, p.7). An example of this coming to fruition is found in the Science and Technology K-6 Syllabus through comparing the successive units of work on the “material world” (Board of Studies NSW, 1993, p.106, 132). While the Stage 2 unit proposes that students will learn about natural and processed materials, how they are used as well as the associated benefits and problems with humans changing the environment (Board of Studies NSW, 1993, p.106); this is extended during the Stage 3 unit where students are encouraged to identify ecological consequences of production, explore technology’s effect on the Earth’s environments as well as consider future impacts and changes to living caused by interacting with the environment (Board of Studies NSW, 1993, p.132). This clearly demonstrates an achievement of scientific literacy through progression from immersing students in learning and knowledge acquisition to provoking discussion and applying content to solve real world problems.
Created by Paul Goossens - 2012
Assignment 1 for Curriculum Studies: Science and Technology II
Assignment 1 for Curriculum Studies: Science and Technology II