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The article discusses acceptance of evolution and its relevance for measuring scientific literacy. The author analyzes the National Science Foundation knowledge quiz in relation to theoretical, methodological, and moral arguments, proposing a distinction between quiet and animated scientific constructs. When a public learns of evolution as an animated construct, its acceptance is a poor indicator in a reflective model of scientific literacy. Acceptance of evolution may constitute a valuable indicator in reflective models of science knowledge for publics that engage with it disinterestedly, as well as in formative models of scientifically shaped worldviews, and it may also be studied in itself.

In the last decade, researchers have responded to a social demand for science to become more responsible and have a greater effect on society by looking for innovative ways to link science and lay people. The movement to democratize expert knowledge is growing. This movement is creating tools that are used for improving the scientific literacy of citizens. This article presents dialogues between researchers and lay people of low socioeconomic status and low educational level on the social impact of a Scientific Dialogic Gathering (SDG) as a tool for promoting scientific self-literacy that is being developed at an urban adult school in Spain. Based on a communicative and qualitative approach, an SDG encourages people of low socioeconomic status and low educational level to learn about the latest scientific breakthroughs on issues that interest them, such as health-related topics. Participants in a SDG, together with researchers and educators, discuss scientific articles in an egalitarian dialog. One of the main results of this experience is that SDGs are helping lay people to make better decisions in the face of the challenges of today's society.

The purpose of this study was two-fold. Firstly, to determine the level of scientific literacy of Chemistry undergraduate students at The University of the West Indies, Cave Hill Campus and secondly to investigate the individual and joint contributions of sex, age and level of study to the level of scientific literacy of the students. A total of one hundred and one (101) Chemistry undergraduate students from across the preliminary, 1st, 2nd and final years, participated in the study. The instrument chosen for this investigation, was the Basic Scientific Literacy Questionnaire (BSLQ) developed by Richard Carrier in 2001, which consisted of twenty-four (24) "True" and "False" questions. The instrument was found to be reliable with Crombach Alpha value of 0.6. The contributions of the variables sex, age range and level of study to the level of scientific literacy, were also analyzed and these were done via Independent Sample t-tests, Analysis of Variance (ANOVA) and linear regression. A confidence level of 95% was the set level for all of the analyses conducted. It was found that overall, the Chemistry undergraduate students are at a "Good" level of scientific literacy. There were no statistically significant differences in the level of scientific literacy based on age range and level of study. However, sex was found to have contributed most and significantly to variations in the level of scientific literacy of the undergraduate chemistry students.

AbstractDespite the rapid development of science and technology (S&T) in China, few studies have examined the factors related to public opinions toward funding S&T development. Using a nationwide sample from an online survey in China (N = 702), this study examined how Chinese attention to S&T information on digital media was associated with public support for funding, based on an extended cognitive mediation model, in which their scientific literacy and nationalism toward scientific and technological development in China were examined as the outcomes of information consumption and as predictors of support for funding S&T development. The results indicated that attention to S&T information on digital media was positively associated with two information processing strategies—elaboration of S&T information and digital media engagement with S&T topics. Moreover, elaboration was positively related to scientific literacy and nationalism, whereas digital media engagement was positively associated with the nationalism but not with the literacy. Next, individuals' scientific literacy and nationalism were positively associated with their support for funding S&T development. The theoretical and practical implications of the study are discussed.

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

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

Many studies have developed the concepts and measurements of scientific and information literacy. However, the changes in the media environment, the complexity of scientific information, and low entry barriers have brought new challenges to scientific information communication. A single scientific or information literacy concept cannot provide a clear overview of the competencies and literacy required for individuals to access scientific information in new media contexts. This study aims to adapt the existing concepts and measurement frameworks related to information literacy in science communication and to investigate scientific information literacy and the demographic differences among the Chinese public through a cross-sectional survey (N = 2,983). The results showed that compared to self-directed information acquisition, accurate information filtering, and information sharing and dissemination, the Chinese public has relatively lower levels of information credibility assessment and opinion expression. Besides, the scientific literacy levels among the Chinese public had significant differences according to gender, age, and education. This study argues that adapting current information literacy concepts into science communication can promote public understanding of scientific information. The concept of scientific information literacy should be considered as a means of understanding the impact of new media on scientific information communication. The contribution of this study is that it adapts existing concepts into a novel context, further enriching the empirical research on scientific literacy and the research perspective on science communication.

La cultura y la alfabetización científicas, más allá de sus diferencias y relaciones conceptuales, en la actualidad son planteamientos de interés para la didáctica de las ciencias experimentales debido a que tienen objetivos estratégicos en el campo de la educación científica. Frente a ello, esta investigación identifica y categoriza elementos que en la actualidad obstaculizan el desarrollo de estos dos constructos en la enseñanza de las ciencias experimentales. A partir de la búsqueda en las bases de datos Scopus, Web of Science, EBSCOhost y SciELO con descriptores estratégicos, junto a la consideración de criterios de inclusión y exclusión, la aplicación del protocolo PRISMA para revisiones sistemáticas permitió incluir doce artículos que fueron sometidos a un análisis de contenido temático con el software ATLAS.ti. Del análisis se identifican elementos obstaculizadores, siendo los más recurrentes los caracterizados como metodológicos, junto a epistemológicos y socioculturales, tendencia esta que indica un mayor interés por los problemas de naturaleza práctica y experiencial en la enseñanza. Se concluye que el problema del desarrollo de la cultura y alfabetización científica en el escenario escolar está principalmente asociado a lo práctico, fenoménico, cognitivo y disciplinar, lo cual está relacionado con una visión fundamentada en el déficit, planteamiento que soporta las visiones y modelos tradicionales de cultura y alfabetización científicas, aspectos que coinciden con al predominio de una enseñanza tradicional de las ciencias experimentales. En consecuencia, se recomienda una formación epistemológica y didáctica del profesorado que aborde la enseñanza de manera más amplia con base en planteamientos didácticos emergentes que respondan a dicho contexto.

Introduction and aim Citizen Science projects may enhance participants scientific literacy. The University Library of Southern Denmark (ULSD) is partner, in co-creation with the Region of Southern Denmark, five region hospitals and two media houses, in the Citizen Science project "A Healthier Southern Denmark". The project involves the citizens suggesting themes for health projects and voting for the allocation for funding. In connection ULSD has for 2022 established a high school panel, in collaboration with six high schools and consists of ap. three hundred students (age 16-19). The aims are: 1.To engage high school students to participate in Citizen Science health projects, and contribute as "young fellow researchers". 2.To investigate if the project will enhance and empower the student's scientific literacy level. Methods To meet aim no. 1, the students will be presented to the theory on the health sector in Denmark as well as research designs for user-involved studies. There will be introductions on Citizen Science, including participatory democracy, as well as media, and source criticism. Documents and videos on an USLD Libguide will, in co-creation with the high school teachers, be part of their curriculum. Eventually the students will interview the researchers from the main project "A Healthier Southern Denmark" and will produce a conference poster, based on the methods they have learned. To meet aim no. 2, an online survey on scientific literacy inspired by TOSLS (Test of Scientific Literacy Skills) is conducted on all the enrolled students. Follow-up interviews (semi-structured questions) are held with a selected number of students, and observations during the project are made. 2019 pilot project In 2019 a high school panel connected to "A Healthier Southern Denmark" was established as a pilot project. Two high schools and eighty-six students participated. A questionnaire was conducted, and it showed that the students found interest in social and health policy issues and found citizen science an ...

Teaching materials are one of the important components needed in the learning process. With the appropriate teaching materials, it is hoped that it can help the smooth running of learning activities. Science is a compulsory subject for elementary school students. Science contains all things related to nature. Teaching materials that have been used in learning activities are teaching materials made by the government. The purpose of this study was to determine the needs of students for context-based teaching materials and creativity to improve the scientific literacy of elementary school students. The research subjects were students from several elementary schools in Peukan Bada District, 25 students were used as the source of interview data. Data were collected using interviews and open questionnaires for students. The research data were analyzed descriptively qualitatively. Based on the research data, it can be concluded that it is necessary to develop context-based teaching materials and creativity. Context and creativity-based teaching materials were chosen because they can facilitate students to learn, both with educators and independently. Context-based teaching materials and creativity are teaching materials that are packaged in a comprehensive and schematic manner. This study is also part of a study on the development of teaching materials on the topic of human and animal organism.

Several social de ates related to environmental and health issues, such as the COV -19 pandemic and climate change, have raised ma*or concerns a out misinformation and science denialism. herefore, there is a need for pu lic understanding of ho8 science 8or+s [1] and to promote scientific literac: in the general population [2]. opularization of science ac2uires a uni2ue importance in the construction of a democratic societ: promoting scientific and technological literac: in a critical perspective and fostering the political insertion of citizens in decision-ma+ing [3]. Besides formal education, scientific popularization activities ma: ta+e place in non-formal education conte9ts 8ith children and :oung people [4]. ntegrated in igher rofessional ducation stud: c:cle 8e developed a course that intended to ena le students to: promote scientific literac: and a8areness of environmental issues in children and :oung people@ appl: different forms of science popularization depending on the conte9t of intervention@ plan, implement and evaluate scientific popularization activities for children and :oung people. he research carried out included 20 students and used diverse instruments to collect data (2uestionnaires and studentsC productions). indings revealed that students ac2uired more mature ideas a out the purposes and the relevance of popularization of science, and an increasing recognition that and as future professionals 8ho 8ill intervene 8ith children and :oung people, the: ma: have an important role in the process. ; info:eu-repo/semantics/publishedVersion

This dissertation contributes to efforts to rethink the meanings of democracy, scientific literacy, and non-scientist citizenship in the United States. Beginning with questions that emerged from action research and exploring the socio-political forces that shape education practices, it shows why non-science educators who teach for social justice must first recognize formal science education as a primary site of training for (future) non-scientist citizens and then prepare to intervene in the dominant model of scientifically literate citizenship offered by formal science education. This model of citizenship defines (and limits) appropriate behavior for non-scientist citizens as acquiescing to the authority of science and the state by actively demarcating science from non-science, experts from non-experts, and the rational from the irrational. To question scientific authority is to be scientifically illiterate. This vision of 'acquiescent democracy' seeks to end challenges to the authority of science and the state by ensuring that scientific knowledge is privileged in all personal and public decision-making practices, producing a situation in which it becomes natural for non-scientist citizens to enroll scientific knowledge to naturalize oppression within our schools and society. It suggests that feminist and equity-oriented science educators, by themselves, are unable or unwilling to challenge certain assumptions in the dominant model of scientifically literate citizenship. Therefore, it is the responsibility of non-science educators who teach for social justice to articulate oppositional models of non-scientist citizenship and democracy in their classrooms and to challenge the naturalized authority of scientific knowledge in all aspects of our lives. It demonstrates how research in the field of Science & Technology Studies can serve as one resource in our efforts to intervene in the dominant model of scientifically literate citizenship and to support a model of democracy that encourages the critical engagement of and opposition to scientific knowledge and the state. ; Ph. D.

This paper explores scientific and technological literacy (STL) from a mainly socio-constructivist perspective. I define STL as the empowerment of people in the name of humanistic and/or socio-economic goals, and then confront it with normal teaching practices. I suggest some criteria to evaluate a person's ability to negotiate within a technoscientific society, such as `how to use': experts, `black boxes', simple interdisciplinary models (`rationality islands'), metaphors, comparisons and images; translations; standardized and disciplinary knowledge; and rationality in the process of making decisions. I examine how to emphasize meaning, contexts, and underlying projects when STL is taught, as well as some of the obstacles impeding that teaching. From my adopted perspective, I propose programmatic statements with respect to STL education and the training of teachers.