The “Scientific Literacy” Concept in the Terminological Field of Science Education in English Scientific Discourse
DOI:
https://doi.org/10.32405/2309-3935-2021-2(81)-18-24Keywords:
наукова освіта, грамотність, природничо-наукова грамотність, наукова грамотність, природа наукиAbstract
The article presents the theoretical study results of
the “scientific literacy” concept formation in the
historical perspective from its inception to the present
time. Much attention is paid to highlighting the
transformation of understanding the phenomenon and
its components in different time periods. Emphasis is
placed on the fact that in the Ukrainian scientific
tradition the term “scientific literacy” is not enough
used and researched, which motivated the author to
convey the importance of its understanding in the
modern global integration realities. The scientists’ from
the USA, Canada and Europe theoretical approaches,
who have made a significant contribution to the
development of the scientific literacy concept are
analyzed. The author tried to trace the genesis of this
phenomenon, to reveal its essential features and
components. The relationship between the concepts of
“scientific literacy” and “science literacy” has been
clarified. Considering the term etymology, the basic
development of “literacy” and “nature of science”
concepts is studied. The work of specialized state
organizations and international institutions, such as, for
example, UNESCO or the European Parliament, in the
research and identification of these concepts has been
studied. The place and significance of the scientific
literacy concept in modern educational theories and
strategic plans are investigated. The author's
understanding of the “literacy” and “scientific literacy”
concepts is formulated. Different scientific approaches
to the scientific literacy structure and the definition of its
components are given.
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References
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References
1. American Association for the Advancement of
Science. Benchmarks for Science Literacy (1993).
Washington. Retrieved from: http://www.project2061.org/
publications/rsl/online/GUIDE/CH2/HBENCH0.PDF.
2. Branscomb, A. W. (1981). Knowing how to know.
Science, Technology, & Human Values. 6(36). P. 5–9.
3. Gregario, L. (2010). Scientific Literacy and Natural
Disaster Preparedness. Bangkok. 56 p. Retrieved from:
https://unesdoc.unesco.org/ark:/48223/pf0000189050/
PDF/189050eng.pdf.multi.
4. Laugksch, R. (2000). Scientific Literacy: A
Conceptual Overview. Science Education – SCI
EDUC. Retrieved from: https://www.researchgate.
net/publication/200772545_Scientific_Literacy_A_
Conceptual_Overview.
5. Literacy and Non-Formal Education: Education
Sector Technical Notes, UNESCO. (2013). 6 p.
Retrieved from: https://unesdoc.unesco.org/ark:/48223/
pf0000222125.
6. Kemp, A.C. (2002). Science educators’ competing
views on the goal of scientific literacy (Doctoral
dissertation). Retrieved from: http://athenaeum.libs.uga.
edu/xmlui/handle/10724/29564.
7. McComas, W.F., & Olson, J.K.; In: McComas W.F.
(eds). (1998). The Nature of Science in International
Science Education Standards Documents. The Nature
of Science in Science Education. Science & Technology
Education Library, Vol 5. P. 41–52. DOI: https://doi.
org/10.1007/0-306-47215-5_2.
8. Murcia, K. (2021). Scientific literacy for
sustainability. Murcia, Karen Scientific literacy for
sustainability. PhD thesis. Murdoch University.
9. National Research Council. National Science
Education Standards (1996). Washington. 272 p., P 22.
DOI: https://doi.org/10.17226/4962.
10. OECD PISA for Development Assessment
and Analytical Framework: Reading, Mathematics
and Science (2018). Paris. P.75. DOI: http://dx.doi.
org/10.1787/9789264305274-en
11. Vakulenko, T. S., Lomakovych,
S. V., Tereshchenko, V. M., & Novikova, S.A. (2018).
PISA: pryrodnycho-naukova hramotnist [PISA: science
literacy]. Kyiv, 119 p.
12. Roberts, D.A.; In Abell, S.K. & Lederman,
N.G. (Eds.) (2007). Scientific literacy / science literacy.
Handbook of research on science education. Mahwah,
NJ: Lawrence Erlbaum Associates. P. 729–780.
13. Siarova, H., Sternadel, D. & Szőnyi, E. (2019).
Research for CULT Committee – Science and Scientific
Literacy as an Educational Challenge, European
Parliament, Policy Department for Structural and Cohesion
Policies, Brussels. 66 p. Retrieved from: https://www.
europarl.europa.eu/RegData/etudes/STUD/2019/629188/
IPOL_STU(2019)629188_EN.pdf
14. Shen, B. (1975). Science Literacy: Public
understanding of science is becoming vitally needed in
developing and industrialized countries alike. American
Scientist, 63(3). P. 265–268. Retrieved from: http://www.
jstor.org/stable/27845461.
15. Sjöström J., Eilks I.; In: Dori, Y., Mevarech, Z., &
Baker, D. (Eds.), (2018). Reconsidering Different Visions
of Scientific Literacy and Science Education Based on
the Concept of Bildung. Cognition, Metacognition, and
Culture in STEM Education. Innovations in Science
Education and Technology, Vol. 24. P. 15. DOI: https://
doi.org/10.1007/978-3-319-66659-4_4.
16. Schwartz, R.S., & Lederman, N.G. (2002). “It’s
the nature of the beast”: The influence of knowledge and
intentions on learning and teaching nature of science.
Journal of Research in Science Teaching, 39. P. 205–236.
17. The training of trainers manual for promoting
scientific and technological literacy for all.: UNESCO
PROAP, (2001). 121 p. Retrieved from: https://unesdoc.
unesco.org/ark:/48223/pf0000123077?posInSet=25&que
ryId=9befd5fe-4a89-4819-a621-ca0d9564c5ce.
18. UNESCO. Final Report: International Forum on
Scientific and Technological Literacy for All. (1993).
Paris.
19. UNESCO strategy for youth and adult literacy
(2020–2025). (2019). Paris. Retrieved from: https://
unesdoc.unesco.org/ark:/48223/pf0000371411?posInSet
=2&queryId=fab6406f-989c-4049-b36b-a2fb1c00bda3.
20. Wenning, C.J. (2006). A framework for teaching
the nature of science. Journal of Physics Teacher
Education Online 3(3). P 3–10. Retrieved from: http://
www2.phy.ilstu.edu/~cjwennin/jpteo/issues/jpteo3(3)
mar06.pdf.
