Scientific literacy contains multiple components of thought
and production. First, scientific literacy is the ability to explain, argue and
revise concepts. This includes elaboration of vocabulary building into the
relationships that exist in and between concepts and theories. Scientific literacy for example, may be
described as exploring electron orbitals and detailing the relationships the
nucleus of an atom has with the electrons and their orbital shells. Then, being
scientifically literate also includes using higher level thinking skills such
as analysis, evaluation and synthesis in discussion or writing and are
especially critical during the revision process. Finally, scientific literacy
involves making observations and then planning, organizing and testing
hypotheses. These parts of scientific literacy are fluid in a process of
engaging in science and science practices. Effective and efficient
investigation or inquiry may also be described as scientific literacy.
Media and representations are tools and resources for creating scientific
literacy. These tools allow students to interact and engage in the
relationships between parts of a concept. A better understanding of the
relationships that exist may build vocabulary but will also offer ways that
students may describe concepts during the explanation portion of scientific
literacy. Also, media and representations allow students to cite these things
as evidence during the defense of explanation and during the revision process.
These tools may be used as an aid during investigation or inquiry.
Modeling in my class will serve as a means to build
scientific literacy. Students will engage in models to create a better
understanding of the relationships that exist in concepts and theories. Modeling
may also be used as a means to investigate a thought or idea. Students will use
models as activities then discuss what they observed. Students will apply these
observations through higher level thinking skills in the defense of concepts
and the revision process. Modeling will be a practice that is engaged in
throughout the course. Students will have many opportunities to engage in this
practice and then hold discussions afterwards both in small groups and as a
whole class. The type of models and representations used depends on the type of
school district and classroom where I teach. All classrooms will allow
opportunities for cooperative learning that will be used in modeling.
It's interesting that your description of scientific literacy has so many pieces. Scientific literacy, for me, has no exact definition, and can be flexible according what the teacher, or school, believes is the most important. Higher thinking, such as evaluation and synthesis of information, is probably seems to considered as the most important more and more often. However, content is still a large part of science courses in school. We have discussed how content and skills should be balanced, and how correct modeling can help with that. Can games be just as helpful in making that balance?
ReplyDeleteCaitlin, I think you bring up a good question about if games can be just as helpful in making a balance between content and skills. I feel like if the game is designed a certain way to allow for exploration of phenomena and really highlights the thinking process we are trying to engage students in, then yes there are probably games out there that can be really effective learning tools. I really like the physics game that was talked about in the reading as it brought together kinematics in the real world (classroom) and then these ideas were revised and transferred to the game.
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