Durant what is scientific literacy

Huang, G. Wu, "Mapping science communication scholarship in China: Content analysis on breadth, depth and agenda of published research", Public Understanding of Science, Vol. Zervas, D. Patterson, D. Roman, M. Friend, J. Osborne, B. Donovan, "Reading for meaning: The foundational knowledge every teacher of science should have", International Journal of Science Education, Vol. Hebets, M. Welch-Lazoritz, P. Tisdale, T. Ryu, M.

Tuvilla, C. Kate, J. James, C. Tidmarsh, "Using Wicked problems to foster interdisciplinary practice among UK trainee teachers", Journal of Education for Teaching, p. Fadzil, R. Revista de Docencia Universitaria, Vol. Several studies have revealed that certain types of literacy were associated with public engagement. Some scholars and educators assumed that media literacy could inspire increased engagement and activities in political and civic life for young learners Ashley et al.

Valenzuela demonstrated a paradox that increased political engagement is correlated with increased spread of misinformation. The main reasons are politically engaged users may be more exposed to misinformation, and tend to share misinformation to intentionally deceive others or debunk it. When it comes to PES, it can help not only address controversial scientific issues and construct social consensus but also facilitate science literacy through ISE.

Based on the above discussion, the second hypothesis is proposed as follows:. In brief, by combining the aforementioned hypotheses, Fig. This study used a cross-sectional design and was conducted in two Chinese universities, one of which is located in Beijing in North China and the other in Xiamen in South China, from September 24 to November 6, We employed cluster sampling to construct the study sample.

University students studying in the two universities were recruited to complete a questionnaire via an electronic link distributed by each class teacher.

To avoid data duplication, each internet protocol address was allowed to open the questionnaire once only. It took approximately 20 to 30 min for participants to complete the questionnaire. All participants were informed of the purpose and procedures of this survey before completing the questionnaire and were informed that they had the right to withdraw from the survey at any time. A total of participants participated in the survey.

We excluded samples due to incomplete information or false answers on the lie detection items, with a completion rate of The questionnaire included some self-made items and some items derived from previous studies to measure the interested variables.

All original English items were translated into Chinese and back translated by two bilingual researchers. Sociodemographic measures included a range of sociodemographic information, including gender, age, ethnic group, type of residence, family economic status, perceived social class, and preferred media type.

Ethnic group was measured by a single question and responses included two categories: Han ethnic and others. Family economic status was measured by a single question and responses ranged from 1 very rich to 5 very poor. Subjective social class was assessed by an step ladder figure.

Participants were asked to choose the step they were currently on. Responses ranged from 0 the lowest step to 10 the highest step. PES was measured based on previous studies of public participation in genomics research conducted in the Netherlands Dijkstra et al.

The items were adapted in the present study for specific study purpose. The final scale comprised of 13 items on a five-point Likert scale. Respondents were asked to indicate the degree of agreement of below statements from 1 strongly disagree to 5 strongly agree. The two subscale scores were added separately and a mean score was generated for each subscale. We developed a SIL scale based on previous studies referring to scientific Miller, ; Bybee et al.

First, descriptive statistics for sociodemographic variables was calculated. Second, an EFA was performed to explore the construct validity of the PES questionnaire and SIL questionnaire, by using the principal component analysis and direct oblimin rotation.

Third, Pearson correlations were conducted to explore the bivariate relationships between measured variables. Fourth, a paired t test was performed to examine H1. Finally, a hierarchical linear regression model was constructed to examine H2.

We entered variables in separate steps to test the incremental effect size of R 2 in each step and used the ordinary least squares OLS method. All data analyses were performed using SPSS version Statistical significance level was set at two-sided 0. We included the participants in the final sample. The majority of the participants were Han Ethnic Social class was measured with an step ladder from 0 at the lowest and 10 at the highest step.

Most participants reported their social class as Step 3 to 6 In order to be consistent with two theoretical components of PES i. The extracted two factors accounted for Table 1 shows the corresponding items and factor loadings for each item. Based on the criterion of Eigenvalues greater than 1, one factor was extracted, accounting for Table 2 shows the results of EFA and corresponding items.

The results of Pearson correlations between sociodemographic and variables of interest showed that significant correlations were found between sociodemographic variables, independent variables and SIL see Fig.

Pearson correlations between variables. Gender and ethnic group are dummy variables. The paired t test results supported H1 see Fig. We constructed a hierarchical linear regression model by two steps see Table 3.

The multicollinearity test showed that tolerance values were higher than 0. In Model 1, sociodemographic characteristics accounted for only 1. The results of Model 1 and 2 supported H2 a and H2 b. That is, people have high expectations and strong intention of PES; however, in China, the actual participation in science is not as positive as their attitude.

It indicated that although the PES model is not perfect, the idea of public participation has been rooted in China. The deficit model should be replaced by the PES, which emphasizes public participation and encourages dialog between the lay public and scientific community. Moreover, the lower level of PES activities shows that some structural factors are hindering the construction of a scientific public sphere in China. Thus this transformation seems to be urgent in China.

That is, boosting public enthusiasm and expectations for engagement with science or providing more opportunities to participate in science-related activities would promote individual SIL. As previous studies Jones-Jang et al. Considering the lower levels of PES activities in China discussed above, we should take action immediately.

Accordingly, in major public issues related to science such as the COVID vaccination, CAST must attempt to hold scientific consensus conferences, science communication forums, and other better-informed and more balanced public debates to promote PES. Moreover, a diverse set of actors including scientists, policy makers, citizens, and interest organizations should be involved in PES, providing more plural forms of public knowledge Van Est, Moreover, PES may work as a message interpretation or education process which mediates the relationship between exposure to misinformation and subsequent decision making Jones-Jang et al.

Fourth, the results showed that sociodemographic characteristics were predictive on individual SIL. For example, males, those preferred using new media, were associated with higher levels of SIL. Moreover, the preference type of media use was found to predict SIL significantly during the pandemic.

The new media preference is associated with higher levels of SIL. In an age of increased reliance on digital and social media, citizens who prefer new media tend to have better access to democratic participation that coincides with the discussion above. It is notable that the effect size of these sociodemographic variables was much smaller than PES variables. Although this study is one of the first investigations of PES in China during the pandemic, it has some limitations.

First, the participants were primarily university students, who are not representatives of the entire population of Chinese citizens. Future studies could employ participants of all ages to testify and generalize the conclusion. Second, we assumed that education level might be an important variable in promoting SIL.

Advertisement Hide. Conference paper. Keywords Science Scientific literacy Senior high school. This is a preview of subscription content, log in to check access. Tao, X. Social Scientist Google Scholar. Li, L. Bybee, R. The Science Teacher 62, 7 Google Scholar. Agin, M. It is crucial, too, that we understand the ways in which contextual interests can and do shape the inquiry and its interpretation and reporting. Without this insight, we have no alternative but to take reports that blame or exonerate at face value.

What I am arguing here is that scientific literacy for active citizenship, responsible environmental behaviour and social reconstruction lies more in learning about science than it does in learning science. No science curriculum can equip citizens with thorough first-hand knowledge of all the science underlying all important issues, but it can enable them to understand the significance of knowledge presented by others and it can enable them to evaluate the validity and reliability of that knowledge and to understand why scientists often disagree among themselves on major matters such as global warming, without taking it as evidence of bias or incompetence.

It is not my intent to argue that knowledge of the major concepts, ideas and theories of science is unimportant; indeed, it would be a very curious state of affairs indeed to claim scientific literacy and admit to knowing no science at all. Nevertheless, my contention is that we should place considerably more emphasis on those elements of the history, philosophy and sociology of science that would enable students to leave school with a robust knowledge about the nature of scientific inquiry and theory building, an understanding of the role and status of scientific knowledge, an ability to understand and to use the language of science, some insight into the sociocultural, economic and political factors that impact the priorities and conduct of science, and some experience of conducting authentic scientific investigations.

Science for all Americans. A Project report on literacy goals in science, mathematics, and technology. Benchmarks for scientific literacy. Oxford: Oxford University Press. Bowers, C. The cultural dimensions of ecological literacy. Journal of Environmental Education, 27 2 , Williams Eds. Council of Ministers of Education, Canada Common framework of science learning outcomes. Fourez, G.

Social Studies of Science, 27, Gabel, L.