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"Scientific literacy"

Maria-Manuel Azevedo, Sofia Duarte
Introduction: Due to their importance in transmitting knowledge, teachers can play a crucial role in students' scientific literacy acquisition and motivation to respond to ongoing and future economic and societal challenges. However, to conduct this task effectively, teachers need to continuously improve their knowledge, and for that, a periodic update is mandatory for actualization of scientific knowledge and skills. This work is based on the outcomes of an educational study implemented with science teachers from Portuguese Basic and Secondary schools...
2018: Frontiers in Public Health
Zhuqing Zhong, Dehua Hu, Feng Zheng, Siqing Ding, Aijing Luo
BACKGROUND: In the information-based economy, information literacy has become the foundation of scientific literacy, and provides the basis for innovative growth. Exploring the relationship between information-seeking behaviors and innovative behaviors of nursing students could help guide the development of information literacy education and training for nursing students. The relationship between information-seeking behavior and innovative behavior in nursing students has received little attention, however...
April 2018: Nurse Education Today
Emily D'Agostino
Epidemiology instruction has expanded at the undergraduate level in part because it increases student critical thinking and scientific literacy, promotes students' perception of public health as both practical and relevant, and empowers students as independent, lifelong learners. Why then are more high schools not adopting epidemiology as a course requirement for students? Although prior iterations of high school epidemiology courses are noteworthy for incorporating active and participatory learning, embedding them into existing and continually shifting curricula is challenging and time-consuming, especially for teachers not trained in the field...
March 2018: American Journal of Public Health
Robin Taylor Wilson, Emma Watson, Mark Kaelin, Wendy Huebner
OBJECTIVES: Early Preparation and Inspiration for Careers in the Biomedical Sciences (EPIC) is a university-high school partnership for increasing high school student interest and persistence in the biomedical sciences. EPIC includes a year-long, project-based learning intervention, the Think Like an Epidemiologist Challenge (Epi Challenge). We describe the main components of the Epi Challenge and report on short-term changes in scientific literacy and science-related motivations and beliefs...
January 2018: Public Health Reports
Michael Glick, Barbara L Greenberg
No abstract text is available yet for this article.
August 2017: Journal of the American Dental Association
Syed M Ahmed, Mia DeFino, Emily Connors, Alexis Visotcky, Anne Kissack, Zeno Franco
INTRODUCTION: Science Cafés facilitated by the Clinical and Translational Science Institute of Southeast Wisconsin seek to increase health and scientific literacy through informal conversation between researchers and community members. The goal was to understand what factors have the greatest influence on attendees' perceived changes in health and science literacy levels (PCHSL) to increase impact. METHODS: Previous research established the evaluation used in the Science Cafés to measure PCHSL...
April 2017: Journal of Clinical and Translational Science
Anna Jo Auerbach, Elisabeth E Schussler
The Vision and Change in Undergraduate Biology Education final report challenged institutions to reform their biology courses to focus on process skills and student active learning, among other recommendations. A large southeastern university implemented curricular changes to its majors' introductory biology sequence in alignment with these recommendations. Discussion sections focused on developing student process skills were added to both lectures and a lab, and one semester of lab was removed. This curriculum was implemented using active-learning techniques paired with student collaboration...
2017: CBE Life Sciences Education
Cissy J Ballen, Jessamina E Blum, Sara Brownell, Sadie Hebert, James Hewlett, Joanna R Klein, Erik A McDonald, Denise L Monti, Stephen C Nold, Krista E Slemmons, Paula A G Soneral, Sehoya Cotner
Course-based undergraduate research experiences (CUREs) for non-science majors (nonmajors) are potentially distinct from CUREs for developing scientists in their goals, learning objectives, and assessment strategies. While national calls to improve science, technology, engineering, and mathematics education have led to an increase in research revealing the positive effects of CUREs for science majors, less work has specifically examined whether nonmajors are impacted in the same way. To address this gap in our understanding, a working group focused on nonmajors CUREs was convened to discuss the following questions: 1) What are our laboratory-learning goals for nonmajors? 2) What are our research priorities to determine best practices for nonmajors CUREs? 3) How can we collaborate to define and disseminate best practices for nonmajors in CUREs? We defined three broad student outcomes of prime importance to the nonmajors CURE: improvement of scientific literacy skills, proscience attitudes, and evidence-based decision making...
2017: CBE Life Sciences Education
Anthony Chiovitti, Jacinta C Duncan, Abdul Jabbar
Engaging secondary school students with science education is crucial for a society that demands a high level of scientific literacy in order to deal with the economic and social challenges of the 21st century. Here we present how parasitology could be used to engage and promote science in secondary school students under the auspice of a 'Specialist Centre' model for science education.
June 2017: Trends in Parasitology
Hadiya Woodham, Gili Marbach-Ad, Gretchen Downey, Erika Tomei, Katerina Thompson
This paper describes the implementation of the Scientific Literacy in Cell Biology (SLCB) curriculum in an undergraduate biology laboratory course. The SLCB curriculum incorporated the reading and discussion of primary literature into hands-on and collaborative practical experiences. It was implemented in five stages over an 11-week period, during which students were also introduced to the theory and practice of common cell biology techniques. We report on the effectiveness of the course, as measured by pre- and post-course survey data probing students' content knowledge and their level of familiarity, confidence, and experience with different skills pertaining to analyzing (reading, interpreting, and discussing) primary literature...
December 2016: Journal of Microbiology & Biology Education: JMBE
Heather N Tinsley
Despite the importance of scientific literacy, many foundational science courses are plagued by low student engagement and performance. In an attempt to improve student outcomes, an introductory biology course for nonscience majors was redesigned to present the course content within the framework of current events and deliberative democratic exercises. During each instructional unit of the redesigned course, students were presented with a highly publicized policy question rooted in biological principles and currently facing lawmakers...
December 2016: Journal of Microbiology & Biology Education: JMBE
Aaron Drummond, Matthew A Palmer, James D Sauer
Pro-environment policies require public support and engagement, but in countries such as the USA, public support for pro-environment policies remains low. Increasing public scientific literacy is unlikely to solve this, because increased scientific literacy does not guarantee increased acceptance of critical environmental issues (e.g. that climate change is occurring). We distinguish between scientific literacy (basic scientific knowledge) and endorsement of scientific inquiry (perceiving science as a valuable way of accumulating knowledge), and examine the relationship between people's endorsement of scientific inquiry and their support for pro-environment policy...
September 2016: Royal Society Open Science
Ebru Öztürk-Akar
This study questions the presumed relation between formal schooling and scientific literacy about biotechnologies. Comparing science and nonscience majors' knowledge of and attitudes toward biotechnological applications, conclusions are drawn if their formal learnings improve pupils' understandings of and attitudes toward biotechnology applications. Sample of the study consists of 403 undergraduate and graduate students, 198 nonscience, and 205 science majors. The Biotechnology Knowledge Questionnaire and the Biotechnology Attitude Questionnaire were administered...
March 4, 2017: Biochemistry and Molecular Biology Education
Harriet A Washington
It is the researcher's responsibility to provide accurate, complete, and unbiased verbal and written information yet, as this essay discusses, challenges to meaningful research consent abound in the communication between researcher and subject. This discussion of these challenges is far from exhaustive, but it will flag some of the potholes that researchers must anticipate on the sometimes rocky road to eliciting meaningful consent. These include, but are not limited to, inadequate scientific literacy, poorly written consent forms, and even the deployment of scientific terms and seductive acronyms like CURE and MIRACL...
September 2016: Journal of Law, Medicine & Ethics: a Journal of the American Society of Law, Medicine & Ethics
Kristina Blennow, Johannes Persson, Erik Persson, Marc Hanewinkel
Do forest owners' levels of education or value profiles explain their responses to climate change? The cultural cognition thesis (CCT) has cast serious doubt on the familiar and often criticized "knowledge deficit" model, which says that laypeople are less concerned about climate change because they lack scientific knowledge. Advocates of CCT maintain that citizens with the highest degrees of scientific literacy and numeracy are not the most concerned about climate change. Rather, this is the group in which cultural polarization is greatest, and thus individuals with more limited scientific literacy and numeracy are more concerned about climate change under certain circumstances than those with higher scientific literacy and numeracy...
2016: PloS One
Stephanie B Stockwell
Scientific literacy, marked by the ability and willingness to engage with scientific information, is supported through a new genre of citizen science-course-based research in association with undergraduate laboratories. A three-phased progressive learning module was developed to enhance student engagement in such contexts while supporting three learning outcomes: I) present an argument based on evidence, II) analyze science and scientists within a social context, and III) experience, reflect upon, and communicate the nature of scientific discovery...
March 2016: Journal of Microbiology & Biology Education: JMBE
Kim Van Vliet, Claybourne Moore
The Internet and smart phone technologies have opened up new avenues for collaboration among scientists around the world. These technologies have also expanded citizen science opportunities and public participation in scientific research (PPSR). Here we discuss citizen science, what it is, who does it, and the variety of projects and methods used to increase scientific knowledge and scientific literacy. We describe a number of different types of citizen-science projects. These greatly increase the number of people involved, helping to speed the pace of data analysis and allowing science to advance more rapidly...
March 2016: Journal of Microbiology & Biology Education: JMBE
Insa Feinkohl, Danny Flemming, Ulrike Cress, Joachim Kimmerle
BACKGROUND: Laypeople frequently discuss medical research findings on Web-based platforms, but little is known about whether they grasp the tentativeness that is inherent in these findings. Potential influential factors involved in understanding medical tentativeness have hardly been assessed to date. OBJECTIVE: The research presented here aimed to examine the effects of personality factors and of other users' previous contributions in a Web-based forum on laypeople's understanding of the tentativeness of medical research findings, using the example of research on deep brain stimulation...
March 3, 2016: Journal of Medical Internet Research
Christina A Geithner, Alexandria N Pollastro
Doing peer review has been effectively implemented to help students develop critical reading and writing skills; however, its application in Human Physiology programs is limited. The purpose of the present study was to determine the impact of peer review on Human Physiology majors' perceptions of their scientific literacy and writing skills. Students enrolled in the Scientific Writing course completed multiple writing assignments, including three revisions after receiving peer and instructor feedback. Students self-assessed their knowledge, skills, and attitudes related to science and writing in pre- and postcourse surveys (n = 26 with complete data)...
March 2016: Advances in Physiology Education
Eulina Cavalcante de Almeida, Clara Guimarães, Graciela de Souza Oliver
The article offers an interview with journalist Eulina Cavalcante de Almeida, editor of the woman's section of the ABC Paulista newspaper News Seller in the 1960s. Almeida was responsible for introducing women's and scientific issues to the paper's female readers. Science formed one of the foundations of her writing as she offered her women readers scientific information, especially in the area of health. In the 1960s, the level of scientific literacy in Brazil rose and Almeida's work dovetailed with this trend...
December 2015: História, Ciências, Saúde—Manguinhos
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