Assessing the Level of Scientific Literacy Ability of Fresh Science Education Students in Tertiary Institutions in South-South Nigeria
Keywords:
Scientific literacy, Science, education, students
Abstract
The changing and demanding nature of the world around us requires man to advance his knowledge and skills for him to be able to cope with the changes and demands. This survey study therefore assesses the level of scientific literacy (SL) ability of year one science education students in tertiary institutions in South- South Nigeria using a scientific literacy test (SLT) developed by the researchers based on three competencies (explaining phenomena scientifically, designing and evaluating science investigations, and interpreting data and evidence scientifically). The instrument was administered on a sample of 2,025 students in the 2022/2023 session from selected institutions. Results showed that majority of the students have low ability to design and evaluate investigations, and low ability to interpret data and evidence. However, a good proportion of them show high ability in explaining phenomena and high ability in the overall SL. The results implicitly revealed integrated science (ITS) education students to be better in all the three competencies and the overall SL than their colleagues in biology, chemistry and physics education. It was recommended that science teachers, students and government should play their roles to ensure meaningful science teaching and learning in schools as to help the students gain higher scientific literacy.
References
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2. Agustin, A. R., & Supahar. (2021). A quantitative analysis of Indonesian Junior High School science textbooks for scientific literacy themes. Proceedings of the 6th International Seminar on Science Education (ISSE 2020), 541(ISSE 2020), 752–761. https://doi.org/10.2991/assehr.k.210326.108
3. Aina, J. K. (2017). The physics authentic learning experience through the peer instruction. Saarbrucken: LAP Lambert Academic Publisher..
4. Ajayi, V. O. (2018). Scientific literacy. Retrieved from: https://www.researchgate.net/publication/323317149.
5. Amini, S., & Sinaga, P. (2021). Inventory of scientific literacy ability of junior high school students based on the evaluation of PISA framework competency criteria. Journal of Physics: Conference Series, 1806(1). https://doi.org/10.1088/1742-6596/1806/1/012017
6. Chatila, H., &Sweid, S. (2020). Development of scientific literacy through guided-inquiry learning approach in biology. International Journal of Science and Research, 9(4), 1750-1756
7. DeBoer, G.E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.
8. Educational Policy Commission (EPC) (1996). Education and the Spirit of Science. Washington, D. C. National Education Association, 11-13.
9. Fensham, P.J. (2004). Increasing the relevance of science and technology education for all students in the 21st century. Science Education International, 15(1), 7-26.
10. Fitria, Y., Alfa, D. S., Irsyad, M., Anwar, M., Adisva, Q. N.F., & Abdullah, H. (2022). Student literacy competence in science learning in Junior High Schools with the reading to learn model. Al-Ishlah: Jurnal Pendidikan,14 (2), 1607-1616. DOI: 10.35445/alishlah.v14i1.1321
11. Garner-O’Neale, L., & Ogunkola, B. (2015). Effects of interest in science, study habits, sex and level of study on the nature of science literacy level of undergraduate chemistry students of the University of the West Indies, Barbados. Journal of Educational and Social Research, 5(2), 267-267.
12. Gyllenpalm, J., Wickman, P.O., & Holmgren, S.O. (2010). Teachers’language on scientific inquiry: Methods of teaching or methods of inquiry? International Journal of Science Education, 32(9), 1151-1172.
13. Kolstø, S.D. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education, 85(3), 291-310.
14. Laslo, E., &Baram-Tsabari, A. (2021). Expressions of science literacy in online public discussions of animal experimentation. International Journal of Science Education, Part B: Communication and Public Engagement, 11(1), 55–74. https://doi.org/10.1080/21548455.2020.1871103
15. McCombes, S. (2019). Understanding different sampling methods. Retrieved from: https://www.scribbr.com/methodology/sampling-methods/
16. Millar, R. (2008). Taking scientific literacy seriously as a curriculum aim. Asia-Pacific Forum on Science Learning and Teaching, 9(2), 1-18
17. Murti, P.R., &Aminah, N.S. (2018). The analysis of high school students’ science literacy based on nature of science literacy test (NOSLiT).Journal of Physics: Conference Series, 1097(1), 1-8.
18. Noor, N. S.A.M. (2021). Assessing secondary students’ scientific literacy: A comparative study of suburban schools in England and Malaysia. Science Education International 32(4), 343-352. https://doi.org/10.33828/sei.v32.i4.9
19. Norris, S.P., & Phillips, L.M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224-240.
20. Organisation for Economic Co-operation and Development (OECD). (2013) PISA 2015: Draft Science Framework. United Kingdom, France: Organisation for Economic Co-operation and Development.
21. Osborne, J. (2007). Science education for the twenty first century. Eurasia Journal of Mathematics, Science and Technology Education, 3(3), 173–184.
22. Purwani, L. D.( 2018). Analysis of Student’s Scientific Literacy Skills Through Socioscientific Issue’s Test on Biodiversity Topics. Journal of Physics: Conf. Series 1013
23. Ratcliffe, M., & Millar, R. (2009). Teaching for understanding of science in context: Evidence from the pilot trials of the twenty first century science courses. Journal of Research in Science Teaching, 46(8), 945-959.
24. Sampson, R. D., & Anderson, N. D. (1981). Science Students and Schools: A Guide for the Middle and Secondary School Teacher. Canada: John Wiley and Sons Inc. Pp. 6.
25. Sekerci, A. R., & Canpolat, N. (2014). Impact of argumentation in the chemistry laboratory on conceptual comprehension of Turkish students. Educational Process: International Journal, 3(1-2), 19-34.Available at: https://doi.org/10.12973/edupij.2014.312.2.
26. Sengdala, P., &Yuenyong, C. (2021). Enhancing Laos students’ understanding of nature of science in physics learning about atom for peace. European Journal of Science and Mathematics Education, 2(2), 119–126. https://doi.org/10.30935/scimath/9405
27. Soysal, Y. (2015). A critical review: Connecting nature of science and argumentation. Science Education International, 26(4), 501-521.
28. Sutrisna , N., & Anhar, A. (2020). An analysis of student’s scientific literacy skills of senior high school in Sungai Penuh City based on scientific competence and level of science literacy questions. Advances in Biological Sciences Research,10, 149-156
Published
2023-08-20
How to Cite
[1]
Owo. W. J and Green. B. 2023. Assessing the Level of Scientific Literacy Ability of Fresh Science Education Students in Tertiary Institutions in South-South Nigeria. International Journal on Integrated Education. 6, 7 (Aug. 2023), 346-355. DOI:https://doi.org/10.17605/ijie.v6i7.4728.
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