Scientific literacy

@article{gehrke1968freshman,
    author = "Gehrke, Henry",
    title = "Freshman chemistry",
    year = "1968",
    journal = "Journal of Chemical Education",
    url = "https://doi.org/10.1021/ed045p441",
    doi = "10.1021/ed045p441",
    number = "6",
    pages = "441",
    volume = "45"
}

@article{lensman1969freshman,
    author = "Lensman, Paul E. and March, Maureen A. and Herbst, Lesley and Farrier, Noel J.",
    title = "Freshman chemistry seminar",
    year = "1969",
    journal = "Journal of Chemical Education",
    url = "https://doi.org/10.1021/ed046p422",
    doi = "10.1021/ed046p422",
    number = "7",
    pages = "422",
    volume = "46"
}

@article{nash1976reflections,
    author = "Nash, Leonard K.",
    title = "Reflections on freshman chemistry",
    year = "1976",
    journal = "Journal of Chemical Education",
    url = "https://doi.org/10.1021/ed053p606",
    doi = "10.1021/ed053p606",
    number = "10",
    pages = "606",
    volume = "53"
}

@misc{asimov1989why1,
    author = "Asimov, I",
    title = "Why Should the General Public Have a Better Understanding Of Science?",
    year = "1989",
    howpublished = "National Council on Science Education Reports, v. 9, no. 3, p. 17",
    note = "talkorigins\_source = {true}; raw\_reference = {Asimov, I., 1989, Why Should the General Public Have a Better Understanding Of Science?: National Council on Science Education Reports, v. 9, no. 3, p. 17.}"
}

@article{culliton1989the,
    author = "Culliton, Barbara J.",
    title = "The Dismal State of Scientific Literacy",
    year = "1989",
    journal = "Science",
    url = "https://doi.org/10.1126/science.243.4891.600",
    doi = "10.1126/science.243.4891.600",
    number = "4891",
    pages = "600-600",
    volume = "243"
}

@misc{culliton1989the2,
    author = "Culliton, B. J",
    title = "The Dismal State of Scientific Literacy",
    year = "1989",
    howpublished = "Science, v. 243, no. 600",
    note = "talkorigins\_source = {true}; raw\_reference = {Culliton, B. J., 1989, The Dismal State of Scientific Literacy: Science, v. 243, no. 600.}"
}

"Well under half of the American public and only one-third of the British know that the earth revolves around the sun once a year," Oxford University professor John Durant reported at the AAAS annual meeting in San Francisco. "Even fewer in Britain have much knowledge of medicine. Most of the people surveyed think that antibiotics kill viruses," he added. There is more. Jon D. Miller of Northern Illinois University reported that 12% of Americans, asked a survey question about scientific process, correctly recognized that astrology is "not at all scientific."A rapid arithmetical calculation shows that a whopping 88% got it wrong. About 35% of both Americans and British think that radioactive milk can be made safe by boiling. (It cannot.) But a reassuring 97% of people in both countries know that hot air rises.

@article{l1989dismal,
    author = "L., J. F.",
    title = "DISMAL STATE OF SCIENTIFIC LITERACY",
    year = "1989",
    journal = "Pediatrics",
    abstract = {"Well under half of the American public and only one-third of the British know that the earth revolves around the sun once a year," Oxford University professor John Durant reported at the AAAS annual meeting in San Francisco. "Even fewer in Britain have much knowledge of medicine. Most of the people surveyed think that antibiotics kill viruses," he added. There is more. Jon D. Miller of Northern Illinois University reported that 12\% of Americans, asked a survey question about scientific process, correctly recognized that astrology is "not at all scientific."A rapid arithmetical calculation shows that a whopping 88\% got it wrong. About 35\% of both Americans and British think that radioactive milk can be made safe by boiling. (It cannot.) But a reassuring 97\% of people in both countries know that hot air rises.},
    url = "https://doi.org/10.1542/peds.84.1.118",
    doi = "10.1542/peds.84.1.118",
    number = "1",
    pages = "118-118",
    volume = "84"
}

@misc{lawrence1989schools4,
    author = "Lawrence, J",
    title = "Schools Show Deficiencies in High-Level Skills",
    year = "1989",
    howpublished = "Gainesville (Fla) Sun",
    note = "talkorigins\_source = {true}; raw\_reference = {Lawrence, J., 1989, Schools Show Deficiencies in High-Level Skills: Gainesville (Fla) Sun.}"
}

@misc{ingram1990the3,
    author = "Ingram, J",
    title = "The Science of Everyday Life",
    year = "1990",
    howpublished = "New York, Viking, 210 p",
    note = "talkorigins\_source = {true}; raw\_reference = {Ingram, J., 1990, The Science of Everyday Life: New York, Viking, 210 p.}"
}

@misc{pool1990freshman5,
    author = "Pool, R",
    title = "Freshman chemistry was never like this",
    year = "1990",
    howpublished = "Science, v. 248, p. 157- 158",
    note = "talkorigins\_source = {true}; raw\_reference = {Pool, R., 1990, Freshman chemistry was never like this: Science, v. 248, p. 157- 158.}"
}

@article{delaware1996the,
    author = "Delaware, Dana L. and Freeman, R. Griff and Moody, Anne E. and Van Galen, Dean",
    title = "The Freshman Chemistry Seminar",
    year = "1996",
    journal = "Journal of Chemical Education",
    url = "https://doi.org/10.1021/ed073p144",
    doi = "10.1021/ed073p144",
    number = "2",
    pages = "144",
    volume = "73"
}

Too many students see freshman chemistry as just a hoop to jump through_a field disconnected from the exciting research today in medicine, energy, and the environment. Studies show that when students fail to see either the relevance of their course content or scientists who look like them, they are much less likely to persist in science‐related majors. At MIT, we are working to make small changes to 1) motivate all students, particularly female and underrepresented minority students, to learn chemistry and tackle important scientific problems in their future careers, and 2) expose all students to examples of high performing female and minority scientists. To impact students at and beyond MIT, my team produced, implemented, and assessed a series of two‐minute videos that feature research scientists, each discussing a general‐chemistry concept in the context of their own cutting‐edge work in medicine, cancer research, or the environment (http://chemvideos.mit.edu). Through an online learning‐experience survey (N=328) and in‐person interviews (N=15), we found that the students made statistically significant gains in their motivation to learn chemistry and their awareness of diversity among bench chemists. By re‐thinking freshman chemistry to highlight the WHY and the WHO, we can increase the number of students motivated to learn the WHAT of chemistry and help retain the scientists of tomorrow.

@article{drennan2014rethinking,
    author = "Drennan, Catherine and Olivier‐Mason, Anique and Taylor, Elizabeth and Mitchell, Rudolph",
    title = "Rethinking freshman chemistry (93.2)",
    year = "2014",
    journal = "The FASEB Journal",
    abstract = "Too many students see freshman chemistry as just a hoop to jump through\_a field disconnected from the exciting research today in medicine, energy, and the environment. Studies show that when students fail to see either the relevance of their course content or scientists who look like them, they are much less likely to persist in science‐related majors. At MIT, we are working to make small changes to 1) motivate all students, particularly female and underrepresented minority students, to learn chemistry and tackle important scientific problems in their future careers, and 2) expose all students to examples of high performing female and minority scientists. To impact students at and beyond MIT, my team produced, implemented, and assessed a series of two‐minute videos that feature research scientists, each discussing a general‐chemistry concept in the context of their own cutting‐edge work in medicine, cancer research, or the environment (http://chemvideos.mit.edu). Through an online learning‐experience survey (N=328) and in‐person interviews (N=15), we found that the students made statistically significant gains in their motivation to learn chemistry and their awareness of diversity among bench chemists. By re‐thinking freshman chemistry to highlight the WHY and the WHO, we can increase the number of students motivated to learn the WHAT of chemistry and help retain the scientists of tomorrow.",
    url = "https://doi.org/10.1096/fasebj.28.1\_supplement.93.2",
    doi = "10.1096/fasebj.28.1\_supplement.93.2",
    number = "S1",
    volume = "28"
}

Education has a very important role in the development of Indonesian people as a whole. Based on this, it is necessary to develop various sciences in order to improve the quality of learning and intelligence for a nation. Therefore a research has been conducted entitled Perceptions of Chemistry Teachers Against Science Literacy. This study aims to analyze the perceptions of chemistry subject teachers on scientific literacy in several high schools in Aceh. The sample of this research is chemistry subject teachers in Aceh. The approach used in this research is descriptive qualitative. The data collection technique is in the form of an online questionnaire. Based on the results of data analysis and discussion in this study, of the 26 chemistry teachers who filled out a questionnaire, the majority of chemistry teachers had applied scientific literacy to the teaching and learning process after the implementation of the 2013 curriculum. Before the implementation of the 2013 curriculum teachers still often used direct learning. /lecture. Teachers in several areas in Aceh strongly support the application of scientific literacy in chemistry learning. Teachers are eager to take part in the training on scientific literacy that will be held. Professional Learning Community (MGMP) strongly supports the implementation of scientific literacy, especially chemistry lessons.

@article{zulharveni2022chemistry,
    author = "Zulharveni, Zulharveni and Winarni, Sri and Erlidawati, Erlidawati",
    title = "CHEMISTRY TEACHER'S PERCEPTION TOWARD SCIENTIFIC LITERACY",
    year = "2022",
    journal = "Chimica Didactica Acta",
    abstract = "Education has a very important role in the development of Indonesian people as a whole. Based on this, it is necessary to develop various sciences in order to improve the quality of learning and intelligence for a nation. Therefore a research has been conducted entitled Perceptions of Chemistry Teachers Against Science Literacy. This study aims to analyze the perceptions of chemistry subject teachers on scientific literacy in several high schools in Aceh. The sample of this research is chemistry subject teachers in Aceh. The approach used in this research is descriptive qualitative. The data collection technique is in the form of an online questionnaire. Based on the results of data analysis and discussion in this study, of the 26 chemistry teachers who filled out a questionnaire, the majority of chemistry teachers had applied scientific literacy to the teaching and learning process after the implementation of the 2013 curriculum. Before the implementation of the 2013 curriculum teachers still often used direct learning. /lecture. Teachers in several areas in Aceh strongly support the application of scientific literacy in chemistry learning. Teachers are eager to take part in the training on scientific literacy that will be held. Professional Learning Community (MGMP) strongly supports the implementation of scientific literacy, especially chemistry lessons.",
    url = "https://doi.org/10.24815/jcd.v10i1.26700",
    doi = "10.24815/jcd.v10i1.26700",
    number = "1",
    pages = "23-28",
    volume = "10"
}

The development of science and technology in the 21st century demands the cultivation of literacy culture as an essential life skill. Digital literacy and scientific literacy are crucial literacy skills that need to be developed. Digital literacy emphasizes the ability to critically understand and use digital information, while scientific literacy involves a deep understanding of science and the ability to apply it in everyday life. The objectives of this study are to determine: (1) students’ digital literacy abilities; (2) students’ scientific literacy abilities; (3) students’ learning outcome criteria; (4) the correlation between digital literacy and learning outcomes; and (5) the correlation between scientific literacy and students’ learning outcomes on chemistry material in everyday life. This study employed a correlational research design with a quantitative approach. The subjects of the study consisted of 55 tenth-grade students from MAN 1 Nganjuk, selected using purposive sampling from a total population of 96 students. The data collection techniques included a digital literacy skills questionnaire, an essay test for scientific literacy, and a multiple-choice test for learning outcomes, each comprising 20 items. The instruments had been validated, with reliability values of 0.900, 0.854, and 0.863, respectively. The data analysis technique used descriptive statistics and the Spearman rho test. The results of the study showed that: (1) the average level of students’ digital literacy is categorized as “good” with a score of 76.87; (2) the level of scientific literacy is categorized as “good” with an average score of 68.09; (3) the average learning outcome score is 85.27, categorized as “very good”; (4) there is a correlation between digital literacy and learning outcomes, with a correlation coefficient of 0.464, categorized as “moderate”; and (5) the correlation between scientific literacy and students’ learning outcomes in chemistry is strong, with a correlation coefficient of 0.611.

@article{wahyuni2024the,
    author = "Wahyuni, Tutik Sri and Firdaus, Mochamad Abdi Rohman and Silfianah, Ifah",
    title = "The Correlation Between Digital Literacy And Scientific Literacy Abilities With Students’ Learning Outcomes On Chemistry Material In Everyday Life",
    year = "2024",
    journal = "Quantum: Jurnal Inovasi Pendidikan Sains",
    abstract = "The development of science and technology in the 21st century demands the cultivation of literacy culture as an essential life skill. Digital literacy and scientific literacy are crucial literacy skills that need to be developed. Digital literacy emphasizes the ability to critically understand and use digital information, while scientific literacy involves a deep understanding of science and the ability to apply it in everyday life. The objectives of this study are to determine: (1) students’ digital literacy abilities; (2) students’ scientific literacy abilities; (3) students’ learning outcome criteria; (4) the correlation between digital literacy and learning outcomes; and (5) the correlation between scientific literacy and students’ learning outcomes on chemistry material in everyday life. This study employed a correlational research design with a quantitative approach. The subjects of the study consisted of 55 tenth-grade students from MAN 1 Nganjuk, selected using purposive sampling from a total population of 96 students. The data collection techniques included a digital literacy skills questionnaire, an essay test for scientific literacy, and a multiple-choice test for learning outcomes, each comprising 20 items. The instruments had been validated, with reliability values of 0.900, 0.854, and 0.863, respectively. The data analysis technique used descriptive statistics and the Spearman rho test. The results of the study showed that: (1) the average level of students’ digital literacy is categorized as “good” with a score of 76.87; (2) the level of scientific literacy is categorized as “good” with an average score of 68.09; (3) the average learning outcome score is 85.27, categorized as “very good”; (4) there is a correlation between digital literacy and learning outcomes, with a correlation coefficient of 0.464, categorized as “moderate”; and (5) the correlation between scientific literacy and students’ learning outcomes in chemistry is strong, with a correlation coefficient of 0.611.",
    url = "https://doi.org/10.20527/quantum.v15i2.20199",
    doi = "10.20527/quantum.v15i2.20199",
    number = "2",
    pages = "210",
    volume = "15"
}

@incollection{sawyerNonefreshman,
    author = "SAWYER, PAUL",
    title = "Freshman Rhetoric and Media Literacy",
    year = "None",
    booktitle = "Local Knowledges, Local Practices",
    url = "https://doi.org/10.2307/j.ctt9qh4x1.15",
    doi = "10.2307/j.ctt9qh4x1.15",
    pages = "140-154"
}