You are here

Home » Content

Teaching and Learning Method for Enhancing 15-16 Years Old Students` Knowledge as One Of Scientific Literacy Aspect in Chemistry: Results Based on Research and Approbation

Journal Name:

  • International Journal of Educational Researchers

Publication Year:

  • 2011

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
Knowledge is one of the basic aspects of scientific literacy. For targeted enhancement of scientific literacy it is necessary to diversify the methodical activities. The results of the research indicate on the necessity to enhance the formation of scientific literacy in chemistry lessons by motivating students to think about the nature as unified system. Based on the results of a pedagogic research the new teaching and learning method was developed, called the TETRAmethod. The tetrahedral spatial mind model is used for the application of this method which is based on the fact that our environment is dimensional. The actions of the model are oriented to discovery and understand various thematic interconnections which form connected knowledge. The results obtained in the approbation of the method indicate that during chemistry lessons students showed greater interest, concurrently the level of students` knowledge level raises up. The obtained students` knowledge which is based on understanding enhances activation of the students’ cognitive processes. By the developing such students’ competences which are creating scientific literacy is important to show meaning of knowledge in chemistry influence on the environment and society.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastirmax-teaching-and-learning-method-enhancing-15-16-years-old-students-knowledge-one-scientific-literacy-aspect-chemistry-results-based-research-and-approbation.pdf
  • 3
1
16
  • English

REFERENCES

References: 

Van Aalsvoort, J. (2004). Activity theory as a tool to address the problem of chemistry’s lack of
relevance in secondary school chemical education. International Journal of Science Education,
26 (13), 1635-1651
Brown, B. A., Reveles J. M., Kelly, G. J. (2005). Scientific literacy and discursive identity: a
theoretical framework for understanding science learning. Science Education, 89 (5), 779 - 802.
Bybee, J. (1997). Scientific literacy: a German perspective. Kiel, Germany: Institute for Science
Education, 167-180.
DeBoer, G. E. (2000). Scientific literacy: another look at its historical and contemporary meaning and
its relationship ti science education reform. Journal of Research in Science Teaching, 37 (6),
582 – 601.
Fišers, R. (2005). Mācīsim bērniem domāt. Rīga: Raka, total 219 [in Latvian]
Holbrook, J., Rannikmäe, M. (2007). The nature of science education for enhancing scientific literacy.
International journal of Science Education, 29 (11), 1347-1362.
Holman, J., Hunt A. (2002). What does it mean to be chemically literate? Education in Chemistry.
39,1,12-14.
Jong, O. (2006). Promoting Students` Interest in Science: New Roles and Strategies for Teachers. 5th
IOSTE Eastern and Central Europien Symposium. Europe needs more Scientists. Tartu, 1-10.
Kelly, G. J. (2007). Scientific literacy, discourse, and knowledge. Proceedings of the Conference ”The
LSL Meeting in Uppsala Symposium for the Linnaeus Tercentenary”. Retrieved November 23,
2009:
http://www-conference.slu.se/lsymposium/speakers/KellyPO.pdf .
Mozeika, D., Cedere, D. (2008). Study on influence of students’ interest in natural sciences on the
level of knowledge and understanding in chemistry. Proceedings of conference “ATEE Spring
University 2008. Teacher of the 21st Century: Quality Education for Quality Teaching”, 258-
264. Riga: University of Latvia Press
Nentwig, P., Demuth, R., Parchmann, I., Ralle, B. (2007). Chemie im Kontext: Situating learning in
relevant contexts while systematically developing basic chemical concepts. Journal of Chemical
Education, 84 (9), 1439-1444.
Mozeika, D. & Bilbokaite, R. / IJERs 2011, 3(1):1-16
© Educational Research Association, All rights reserved. 14
Organisation for Economic Co-operation and Development OECD (2007). PISA 2006: Science
Competencies for Tommorow`s World Executive Summary. Vol. 1, Analysis, 15-21. Retrieved
August 22, 2009, from: http://www.pisa.oecd.org.
Rannikmäe, M., Holbrook, J. (2009). The meaning of Scientific literacy. International Journal of
Environmental & Science Education, 4 (3), 275-288.
Reveles, J. M., Codova, R., Kelly, G. J. (2004). Science literacy and academic identity formulation.
Journal of Research in Science Teaching, 41(10), 1111 – 1144.
Roberts, D. (2007). Opening Remarks. Promoting Scientific Literacy: Science Education Research in
Transaction. Proceedings of the Linnaeus Tercentenary Symposium. Uppsala University,
Sweden, 9-18.
Ryder, J. (2001). Identifying science understanding for functional scientific literacy. Studies in Science
Education, 36, 1-44.
Siemens, G. (2006). Knowing- knowledge. Vancouver, BC, Canada: Lulu Press. Retrieved October 27,
2009, from: www.knowingknowledges.com

Thank you for copying data from http://www.arastirmax.com