Scientific Literacy
The term scientific literacy is translated into the German language, natural science didactic literature usually with ' scientific literacy '. In the PISA scientific literacy plays a vital role as one of the three survey areas.
Meaning of the term
The term ' scientific literacy ' has in the Anglo - American world has a long tradition. He finds, for example, to in the Common Framework of Science Outcomes of Canadian Ministers of Education ( Council of Ministers of Education) again. Klieme et al. Keep this document for a good example of how national standards across national or provincial boundaries can be developed in a federal system. Therefore, it is in the discussion of the introduction of national education standards in Germany of importance. The preamble is written there: " Scientific literacy is an evolving combination of the science -related attitudes, skills, and knowledge students need to develop inquiry, problem-solving, and decision -making abilities, to become lifelong learners, and to maintain a sense of wonder about the world around them. ".
The translation of the term as " scientific literacy " is controversial by many German authors, and in part, because the German concept of education further accesses than the approaches associated with scientific literacy. Current concepts of Scientific Literacy to see this as a way to social participation. She covers by Graves et al. three dimensions:
- Knowledge ( language skills, epistemological competence),
- Action ( learning skills, communication skills, social skills, procedural skills) and
- Rate ( ethical and moral competence, aesthetic competence).
In this context, scientific literacy can be an important aspect of general education, if they are extremely adaptable and capable of connection. This means they must be useful and applicable to the individual in society.
Definition in the context of the PISA study
For the PISA 2006 study, in which the region formed the scientific literacy survey focus, the definition of opposite PISA 2000 and PISA 2003 was extended. So that it also includes affective aspects. Thus, scientific literacy describes the ability to:
- Use scientific knowledge, to identify questions, to acquire new knowledge, to describe scientific phenomena and draw evidence-based conclusions,
- To understand the characteristic features of science as a form of human knowledge and inquiry,
- To recognize and to be aware of how science and technology shape our material, intellectual and cultural environment, and a willingness
- To deal with scientific ideas and themes and reflectively to deal with them.
Sub-skills of scientific literacy
The frame design of PISA 2006 are three distinct competencies:
- Identifying scientific issues
- Explain scientific phenomena and
- Use scientific evidence.