Reconceptualizing and field testing the scientific literacy framework by exploring the aspect of scientific literacy in Turkish science curriculum

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dc.authorid0000-0002-7157-2888en_US
dc.authorid0000-0002-2336-3205en_US
dc.contributor.authorCansız, Mustafa
dc.contributor.authorCansız, Nurcan
dc.date.accessioned2021-01-13T11:57:25Z
dc.date.available2021-01-13T11:57:25Z
dc.date.issued2019
dc.departmentAÇÜ, Eğitim Fakültesien_US
dc.description.abstractThe aim of this research was twofold. The first aim was to revise the existing scientific literacy framework developed by Boujaoude in accordance with the current literature about scientific literacy. The second aim was to explore how the aspects of scientific literacy were reflected in the Turkish science curriculum using the revised framework. The impact of science and technology on environment resulted in the need for both scientifically and environmentally literate individuals and therefore, any framework examining scientific literacy should include the interaction between science, technology, society, and environment as an aspect. Moreover, a new aspect was suggested for the framework the affective side of science, considering the affective outcomes of science education. Finally, the science curriculum from grades 3 to 8 was analyzed using the revised framework. Results showed that the revisions on the framework resulted in a more rigorous framework which evaluates scientific literacy more precisely. Moreover, the results about the analysis of science curriculum indicated that the knowledge of science and the investigative nature of science were reflected in the objectives of the curriculum more than other aspects. The results and implications were discussed.
dc.identifier.citationCansız, M., & Cansız, N. (2019). Reconceptualizing And Field Testing The Scientific Literacy Framework By Exploring The Aspect Of Scientific Literacy In Turkish Science Curriculum. Journal of Baltic Science Education, 18(5), 681-691.en_US
dc.identifier.doi10.33225/jbse/19.18.681
dc.identifier.endpage691en_US
dc.identifier.issue5en_US
dc.identifier.scopusqualityQ2
dc.identifier.startpage681en_US
dc.identifier.urihttps://hdl.handle.net/11494/2545
dc.identifier.volume18en_US
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorCansız, Nurcan
dc.institutionauthorCansız, Mustafa
dc.language.isoenen_US
dc.publisherScientia Socialis Ltden_US
dc.relation.ispartofJournal of Baltic Science Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAffective domainen_US
dc.subjectDocument analysisen_US
dc.subjectScience curriculumen_US
dc.subjectScience educationen_US
dc.subjectScientific literacy frameworken_US
dc.titleReconceptualizing and field testing the scientific literacy framework by exploring the aspect of scientific literacy in Turkish science curriculumen_US
dc.typeArticle

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