Scientific literacy

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The term scientific literacy is usually translated as ' basic scientific education' in German-language literature on natural science didactics. In the PISA studies , scientific literacy plays a decisive role as one of the three survey areas.

Meaning of the term

The term 'Scientific Literacy' has a long tradition in the Anglo-American language area. He can be found e.g. B. in the Common Framework of Science Outcomes of the Canadian Council of Ministers of Education . Klieme et al. consider this document a good example of how national standards can be developed across national or provincial borders in a federal system. It is therefore important in the discussion about the introduction of national educational standards in Germany. In the preamble it is written: " 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 "basic scientific education" is controversially discussed by many German-speaking authors and is sometimes rejected because the German concept of education goes further than the approaches associated with scientific literacy. Current concepts of Scientific Literacy see this as a way to social participation. According to Gräber et al. three dimensions:

  • Knowledge (language skills, epistemological skills),
  • Action (learning competence, communicative competence, social competence, procedural competence) and
  • Assess (ethical and moral competence, aesthetic competence).

In this context, scientific literacy can be an important aspect of general education if it can be used in a variety of ways and can be connected. That is, it must be applicable and useful for the individual in society.

Definition as part of the PISA study

For the 2006 PISA study, in which the area of scientific literacy was the focus of the survey, the definition of the term was expanded compared to PISA 2000 and PISA 2003. It also includes affective aspects. Accordingly, Scientific Literacy describes the ability:

  • apply scientific knowledge in order to identify issues, acquire new knowledge, describe scientific phenomena and draw conclusions from evidence,
  • to understand the characteristic properties of the natural sciences as a form of human knowledge and research,
  • to recognize and be aware of how natural sciences and technology shape our material, intellectual and cultural environment, as well as the willingness to
  • to deal with scientific ideas and topics and to deal with them in a reflective way.

Sub-competencies of Scientific Literacy

The PISA 2006 framework distinguishes three sub-competencies :

  • Recognize scientific issues
  • explain scientific phenomena and
  • use scientific evidence .

References

  1. ↑ Archived copy ( memento of the original from August 20, 2014 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. "Klieme et al .: On the development of national educational standards - Expertise. BMBF, 2007, p. 157" @1@ 2Template: Webachiv / IABot / www.bmbf.de
  2. ↑ http://publications.cmec.ca/science/framework/Pages/english/2.html
  3. ↑ Ulrike Spörhase Eichmann: Biologie-Didaktik: Praxishandbuch for the secondary level I and II. Berlin: Cornelsen Verlag Scriptor, 2004: p. 51
  4. ^ Gräber et al .: Scientific Literacy: The contribution of the natural sciences to general education. Leske and Budrich, 2007: p. 137
  5. ↑ PISA Consortium 2007, p. 65

literature

  • PISA Konsortium Deutschland (Ed.): The results of the third international comparative study . Münster, Waxmann 2007. ISBN 978-3830919001
  • Marcus Hammann: Scientific Competence: PISA and Scientific Literacy. In: Ulrich Steffens; Rudolf Messner (Ed.): PISA goes to school - conceptions and practical examples for the new task culture (Volume 3: Conclusions from PISA for schools and teaching). Institute for Quality Development, Wiesbaden 2006, 127–179.
  • Gräber et al .: Scientific Literacy: The Contribution of the Natural Sciences to General Education . Leske and Budrich, Opladen 2002. ISBN 978-3810027337
  • Karl Peter Ohly, Gottfried Strobl: Natural Science Education - Scientific Literacy. Concepts and practical examples for the upper level. Beltz, Weinheim 2008. ISBN 978-3-407-32095-7

Web links