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Abstract
Functional Scientific Literacy (FSL) is widely acknowledged for its contribution to benefiting a society by ensuring every citizen understands something about science. But there is a debate throughout Tanzania and beyond which concerns curriculum policy, in the interest of affording citizens freedom of choice; e.g. in Tanzania students who do not choose a science stream are permitted to excise themselves from science education entirely by dropping Physics and Chemistry two years before completing their basic education. I argue that such a curriculum policy carries tremendous implications for the country, undermining the declared national ideal of promoting social and technological development for all. Further, the policy is not coherent: why should Physics and Chemistry be dropped while Biology and Mathematics are retained? How might FSL learning experiences be reorganised to recoup the potential value that are lost as a result of dropping some of these subjects?

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 dynamics of the natural sciences is unprecedented. This raises the question how scientific literacy can be defined in order to appropriate the dynamics of natural sciences such as genomics. Drawing on a contemporary socio-cultural perspective on the dynamics of science, the science education research literature is briefly reviewed in this respect. It is argued that scientific literacy captures the dynamics of science once defined as an emergent feature of collective activity. This requires a form of science education to which the learners' agency is central. The implications of this thesis will be discussed in regard to the case of embedding genomics in science curricula.

The study investigated levels of attainment of scientific literacy by junior secondary (8th grade) male and female students. Quasi-experiment of non- equivalent control group design was used. A total of 162 students were selected by purposive sampling of four coeducational schools out of twenty three in Ohafia Local Government Area, Abia state, Nigeria. In each of the four schools, an intact class was randomly selected. These were randomly assigned, two to experimental and control groups. Research questions were answered using mean and standard deviations and the hypotheses tested using ANCOVA. TOSL instrument for data collection had parts A and B. Reliability Coefficient of part A was established using Spearman rank order correlation and B using Kuder-Richardson formula 20(K-R). The internal consistencies were 0.69 and 0.72. The findings showed that constructivist instruction enhanced students' attainment of scientific literacy irrespective of their sexes. Based on the findings recommendations were made.

This essay examines the challenges of science education in the 21st century with regard to social, cultural, economic, political and pedagogical issues impacting and influencing instructional methodology and understanding of the role of science education as it affects individual, social organizational and societal progress and functions. Drawing upon some strong practical, philosophical, and pedagogical-methodological and theoretical ideas and propositions from Hodson, as espoused in his book Looking to the Future: Building a Curriculum for Social Activism, the author essentially responds to this extremely rich scholarly volume in scientific literacy, philosophy, and history by supporting Hodson's advocacy of an action-oriented and issues-based curriculum as the key to renewing and activating scientific literacy to increase students' performance and national competitiveness in the global economy. The author extricates from literature, not only strong rationale for the renewal and transformational of science education in terms of perspective and approach, but also takes a critical approach in examining some of Hodson's contentions regarding strategies in confronting socioscientifc issues as major pathways to the teaching and learning of science. The author examines problems, challenges, and the new opportunities that have emerged and are emerging in contemporary environmental, social, cultural and political contexts for science education to experience transformation in several ways: as a field of study, as an applied body of knowledge, as a way of living and as a competitive tool and strategy important to national goals and posterity.

Scientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of what it means for learning outcomes. To date the teacher voice has been noticeably absent from this debate even though the very nature of teacher expertise lies at the heart of the processes which shape students{u2019} scientific literacy. The chapters that comprise this book tap into the expertise of a group of primary teachers from Our Lady of Good Counsel (OLGC), a primary school that chose to actively engage in teaching for scientific literacy. By analyzing the insights and thinking that emerged as they attempted to unravel some of the pedagogical complexities associated with constructing an understanding of scientific literacy in their own classrooms, these teachers demonstrate the professional knowledge and skill inherent in the expertise of teaching and learning science in a primary classroom. The chapters in this book illustrate the processes and structures that were created at OGLC to provide the conditions that allowed these teachers to explore and build on the range of ideas that informed their approach to teaching for scientific literacy. This book is a compelling example of how a whole school approach to scientific literacy can make a difference for students{u2019} learning of science and offer a concrete example of the development of professional knowledge and practice of teachers

This study aims to examine the scientific literacy and pedagogical competence on the ability to comprehend the religious integration amongst Islamic education pre-service teachers. This research used a quantitative approach involving 156 participants from several universities. Data were obtained through conducting survey. Data analysis was performed with bivariate correlation. Based on the data analysis carried out, the finding showed that the significant correlation between scientific literacy skills and pedagogy competence to the ability of religious integration thinking skills within Islamic religious content and values. This is based on the value of sig. (2-tailed) between X1 (Science Literacy) to the integration ability obtained that the value of 0,000, which means <0.05. This data proves that there is a significant correlation between the ability of scientific literacy skills and pedagogy skills to the ability of science integration comprehension amongst the Islamic education pre-service teachers.

Received: 2 September 2021 / Accepted: 30 October 2021 / Published: 3 January 2022

Guía con el Título "Scientific literacy at the school. An inquiry about What is the world made of?" producto del proyecto "Scientific literacy at the school: Improving strategies and building new practices of science teaching in early years education (SciLit)" financiado mpor la Comisión Europea y coordinado por "El CSIC en la Escuela". PDF de 125 páginas. ; [EN] This teaching guide has come out of the joint work of CSIC scientists and educators from Estonia, Lithuania, Poland, Italy, and Spain, which established a network of constant communication in order to implement innovative practices in science teaching for early educational stages. It is likely that the success of this collaboration is due to the way human beings are attracted to the processes of discovery and exhibiting their new knowledge, as well as learning and teaching what they have found out: this is the essence of our nature, particularly in childhood. Indeed, teachers and scientists feel this attraction most strongly, and we are lucky to have them aboard in this project. We have been able to investigate the capacity of children to visualise the world they cannot see with their eyes, so all the activities described below deal with the difference between the macroscopic and microscopic worlds. In the research the students do, they find out what water is made of, what forces act when a drop sticks to another substance, what happens during evaporation, and how a paper clip can be supported by water. ; European Commission 2016 -1- ES01- KA201- 025282 ; No

Over the last 50 years, policy makers and STEM educators have argued for Scientific Literacy (SL). SL is a typical boundary object that everyone can agree on, but that is filled with different meanings by different stakeholders. Roberts (as published in Abell SK, Lederman NG (eds), Handbook of research on science education. Lawrence Erlbaum, Mahwah, pp. 729–780, 2007) has identified two main orientations of SL: Vision I starts from and focuses on scientific content and scientific processes to learn about corresponding applications later, while Vision II focuses on contextualizing scientific knowledge for giving its use in life and society meaning. The tension between Vision I and II can also be related to the tension between "pipeline science – preparing future scientists" and "science for all". Recently, a more advanced vision of SL was suggested. It is called Vision III and emphasizes philosophical values, politicization and critical global citizenship education. Such an orientation can be well justified by the Central/Northern European educational and cultural tradition called Bildung. In its most contemporary understanding, it is agency-oriented. Bildung-oriented science education aims at making the student capable of a self-determined life in his/her socio-cultural environment, participation in a democratic society, and of empathy and solidarity with others. This concept is also closely connected to more recent educational paradigms that were defined also beyond Europe, e.g. the ideas of Education for Sustainability (EfS) and transformative learning. Both concepts aim on skills development for critical-democratic participation and for shaping our society and culture in a sustainable way. The different visions of SL have consequences for the content and culture of teaching and learning of science and technology. Accepting Vision III requires awareness that our view of selecting and teaching certain content is dependent on our culture, for example our norms, values and worldviews, and on the society we are living in. Learning (cognition) must be complemented with not only meta-learning (metacognition), but also transformative learning, where things are considered from multifaceted (e.g., cultural) perspectives. The discussion in this chapter focuses on educational implications of Vision III of SL and its connection to critical-reflexive Bildung, EfS and transformative learning.

This study was carried out to determine the superstitious beliefs of Adamawa state students in tertiary institution as indicator of level of scientific literacy in Adamawa State. As public understanding of science increases, science education curriculum as bedrock for national development can move a nation economically, socially, politically and culturally forward which become a basis for sustainable development. The target population of the study comprised all students in tertiary institutions in the state. Two selected institutions were used as the sample of the study, made up of 800 students. Data collected using questionnaires were analyzed with the use of descriptive statistics in order to answer the research questions, while z-test was used to test the hypothesis. The major findings of the study showed inclination to superstition in women more than men; and the more the educational level, the less inclination to superstition. Based on the findings, it was recommended that government and other stakeholders should invest more in science education while curriculum planners and implementers should ensure that science in schools is taught in a way that helps to change the mindset and psyche of our people. This is the only way scientific knowledge can benefit society and bring about sustainable development.

Vor dem Hintergrund der verschiedenen nationalen und internationalen Tests, die in Deutschland zur Messung der naturwissenschaftlichen Kompetenz eingesetzt werden, stellt sich die Frage nach einer wechselseitigen Verbindung ihrer Ergebnisse. In der vorliegenden Dissertation wurde die Möglichkeit einer Übertragung der Kompetenzstufen des PISA-Tests zur Erfassung naturwissenschaftlicher Grundbildung und der Tests zur Überprüfung des Erreichens der Bildungsstandards in den Fächern Biologie, Chemie und Physik für den Mittleren Schulabschluss auf die Testergebnisse des NEPS-Naturwissenschaftstests für die neunte Klasse untersucht. Dazu wurde der Ansatz von Kolen und Brennan genutzt, dessen Fokus beim Vergleich der Testinstrumente auf den Schlussfolgerungen, Zielpopulationen, Messintentionen und Konstrukten liegt. Der letzte Aspekt kann im Rahmen des kulturvergleichenden Ansatzes von van de Vijver in Bezug auf die konzeptionelle Äquivalenz, dimensionale Äquivalenz und die Skalenäquivalenz der Testinstrumente beurteilt werden. Zur wechselseitigen Verbindung der NEPS-Skala mit den Skalen von PISA 2012 und dem Ländervergleich 2012 (LV) wurde eine Linking-Studie durchgeführt, in der Schülerinnen und Schüler die Aufgaben aus allen drei Studien bearbeitet haben. Die Analysen zeigten eine hohe Vergleichbarkeit des NEPS-Tests mit den PISA- und LV-Testinstrumenten hinsichtlich ihrer Rahmenkonzeption, der faktoriellen Struktur der Daten sowie der Verteilung von Kompetenzwerten. Das Linking erfolgte mittels Equipercentile Equating und zeigte eine hohe Übereinstimmung des NEPS-Testinstruments mit den PISA- und LV-Testinstrumenten in der Verteilung der Personen auf die PISA- und LV-Kompetenzstufen. ; Several national and international tests are used in Germany to assess the scientific literacy of 9th grade students. Hence the question arises whether the different tests can be conceptually linked and the results transferred into each other. The present dissertation examined the possibility of transferring the proficiency scales of the PISA scientific literacy test and the tests of the German National Assessment Study in Science (LV) to the Grade 9 NEPS scientific literacy. For this purpose we used the approach of Kolen and Brennan focusing on the comparison of the test instruments with regard to the inferences, target populations, measurement conditions and constructs. The last aspect can be assessed in terms of the conceptual equivalence, dimensional equivalence and scale equivalence of the test instruments in the context of van de Vijver's cross-cultural approach. A linking study was conducted in which students worked on the tasks from all three studies to link the NEPS scale with the scales of PISA 2012 and LV 2012. The analyses showed a high comparability of the NEPS test with the PISA and LV test instruments with regard to their framework, the factorial structure of the data and the distribution of competence scores. Linking was done using Equipercentile Equating and showed a high degree of agreement between the NEPS test instrument and the PISA and LV test instruments in the distribution of individuals to the PISA and LV competency levels.

ABSTRACTPolitical science is falling behind a broad movement in the United States that seeks to reform the teaching of scientific literacy in undergraduate education. Indeed, political science is far behind that movement because the discipline does not have a collective commitment to science education at the undergraduate level. This article discusses prominent efforts in this reform movement and assesses the state of science education in our discipline. The authors propose an agenda for action on this issue in political science as well as fundamental educational benchmarks for undergraduate political science literacy.