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    Wyświetlanie 1-6 z 6
    Tytuł:
    Science Process Skills and Level of Knowledge of Primary Education Pupils
    Autorzy:
    Jurečková, Miroslava
    Kmeťová, Jarmila
    Skoršepa, Marek
    Powiązania:
    https://bibliotekanauki.pl/articles/52184599.pdf
    Data publikacji:
    2024-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    primary education
    IBSE
    scientific literacy
    science education
    Opis:
    The research deals with the influence of inquiry-based science education (IBSE) implementation into science instruction in the 3rd grade of elementary school on the levels of pupils’ knowledge and science process skills. The research sample consisted of 395 pupils and 170 primary education teachers. The main research method was a pedagogical experiment. Other research methods were non-standardized didactic tests, observation and a questionnaire. The obtained results showed that the pupils’ science process skills increased in the experimental group due to the influence of IBSE. The research results may contribute to the effective implementation of this educational concept in the instruction of natural sciences at elementary schools, with the assumption of increasing pupils’ scientific literacy in international measurements.
    Źródło:
    The New Educational Review; 2024, 77; 155-166
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    SCIENCE EDUCATION IN V4 COUNTRIES AND THE FORMATION OF SCIENTIFIC LITERACY
    Autorzy:
    IVANA, ROCHOVSKA
    Powiązania:
    https://bibliotekanauki.pl/articles/460573.pdf
    Data publikacji:
    2016
    Wydawca:
    Państwowa Wyższa Szkoła Zawodowa w Chełmie
    Tematy:
    scientific literacy
    science education
    teaching methods
    V4 countries
    Opis:
    The article deals with the science education in V4 countries from the lowest levels of school to university preparation of students, including interest in science activities. The issue of the formation of scientific literacy is also discussed. In the final part of the article the most effective teaching methods appropriate for the science education are characterized.
    Źródło:
    Scientific Bulletin of Chełm - Section of Pedagogy; 2016, 1; 143-155
    2084-6770
    Pojawia się w:
    Scientific Bulletin of Chełm - Section of Pedagogy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Popularisation of Science and Science Journalism on Social Media in Slovakia
    Autorzy:
    Vrabec, Norbert
    Pieš, Lukáš
    Powiązania:
    https://bibliotekanauki.pl/articles/52495249.pdf
    Data publikacji:
    2023
    Wydawca:
    Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie
    Tematy:
    Instagram
    Popularisation of Science
    Pseudoscience
    Scientific Information
    Science Journalism
    Scientific Literacy
    Social Media
    Opis:
    This study focuses on the presentation and interpretation of scientific information and data by Slovak creators on the social platform Instagram. Media content presented on social media often becomes problematic, as popular science posts are more in an entertaining than scientific form. It happens that popular science content is presented inaccurately, without deeper context. In addition, scientific misinformation and misleading information appears, which can pose a danger to audience members who trust such information. Science journalism has found its place not only in traditional media, but also on social media platforms, where problematic information on scientific topics goes viral and achieves a high level of user interaction. In an unregulated or under-regulated social networking environment, it is also more difficult for users to discern the credibility and relevance of the information presented, especially when referring to existing scientific studies or authorities. However, data from these sources may be taken out of context, interpreted in a misleading way or accompanied by completely fabricated or distorted conclusions. Such false scientific content undermines confidence in objective science journalism and discredits the work of science journalists. Several digital tools are now available that can help readers distinguish real scientific information from false information. Critical thinking, media literacy and scientific literacy are key skills that can be used to detect manipulative techniques and navigate the issue of false media content. In this paper, we therefore clarify the importance of media, scientific and information literacy skills to help identify misinformation in media content related to science and research.
    Źródło:
    Media Literacy and Academic Research; 2023, 6, 1; 206-226
    2585-8726
    2585-9188
    Pojawia się w:
    Media Literacy and Academic Research
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Is digital literacy improving science education?
    Autorzy:
    Verdugo-Perona, José Javier
    Solaz-Portolés, Joan Josep
    Sanjosé, Vicente
    Powiązania:
    https://bibliotekanauki.pl/articles/2012125.pdf
    Data publikacji:
    2015-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    science education
    mass media
    digital media
    scientific literacy
    media literacy
    pre-service primary teachers
    education and media
    scientific knowledge
    Opis:
    Mass media, and especially digital media, have become an important tool of literacy and have increased their use in classrooms for educational purposes. This is of great interest in scientific literacy and Brossard and Shanahan (2006) developed an instrument to evaluate the understanding of scientific terms and basic science concepts. In this quantitative study we analyse the relationship between Spanish digital mass media and scientific literacy in pre-service primary teachers (N = 189). Results showed that these university students have a term knowledge level lower than the one found by Brossard and Shanahan in the USA. On the other hand, conceptual knowledge was not correlated at all to the term frequency in the Spanish digital newspapers considered. The conclusions suggest that participants do not use digital newspapers to improve their science education so a change in students’ use of those digital media from ludic to educational purposes is needed.
    Źródło:
    The New Educational Review; 2015, 40; 155-166
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Issue of the Development of Scientific Literacy in the Field of Pre-school and Elementary School Pedagogy
    Autorzy:
    Rochovská, Ivana
    Powiązania:
    https://bibliotekanauki.pl/articles/507149.pdf
    Data publikacji:
    2012
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    scientific literacy
    natural sciences education
    constructivism
    cognitivism
    pre-school and elementary school pedagogy
    Opis:
    The main topic of this paper is the issue of the development of scientific literacy of students in the field of pre-school and elementary school pedagogy. The theoretical part is dedicated to outlining basic terms, such as scientific literacy, education in natural sciences, the field of study of pre-school and elementary school pedagogy. It presents the outcomes of research in scientific literacy of students of the field of pre-school and elementary school pedagogy in Slovakia. It analyses the concept of natural sciences education, designs a development programme of natural sciences education in the given study field. At the empirical level, it presents the results of experimental verification of the designed concepts of education and on the basis of research results, it presents recommendations for the educational reality.
    Źródło:
    Journal of Preschool and Elementary School Education; 2012, 2; 115-155
    2084-7998
    Pojawia się w:
    Journal of Preschool and Elementary School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Importance of teachers’ beliefs in development of scientific literacy
    Znaczenie przekonań nauczycieli w rozwoju kompetencji naukowych
    Autorzy:
    Kotuľáková, Katarína
    Powiązania:
    https://bibliotekanauki.pl/articles/106650.pdf
    Data publikacji:
    2019
    Wydawca:
    Towarzystwo Chemii i Inżynierii Ekologicznej
    Tematy:
    scientific literacy
    curriculum
    teachers beliefs
    Q methodology
    kompetencje naukowe
    program nauczania
    przekonania nauczycieli
    metodologia Q
    Opis:
    Science teachers communicate curricula goals to their students, prepare teaching situations and lead their students through them in order to learn science. The purpose of this study was to identify the beliefs of teachers about teaching and learning, specifically, what the teachers focus on, how they comprehend knowledge and their role in the process of learning since they can promote or hold back development of scientific literacy. Q methodology was used to investigate the beliefs of 65 science teachers by having them rank and sort a series of 51 statements. Factor analysis was used to identify identical patterns. The analysis showed that the teachers held four types of dominant beliefs about the effectiveness of science instruction and some common feature which have potential to influence educational process. Teachers concentrate on covering the content even if they declare the importance of personal construction, feel responsible for students’ learning and its outcomes. Despite stressing the activity of the students, the teachers did not emphasize particular science process skills and scaffolding process. The findings of the study suggest that systematic trainings focused on the nature of science and the scaffolding process would be beneficial for teachers in all identified factors.
    Źródło:
    Chemistry-Didactics-Ecology-Metrology; 2019, 24, 1-2; 77-87
    2084-4506
    Pojawia się w:
    Chemistry-Didactics-Ecology-Metrology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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