A disseminação das ciências naturais em espaços de educação não formal tem sido tema de discussões na área de ensino de ciências na busca de elementos que possibilitem a compreensão das suas potencialidades e dos seus desafios. Investigações atuais têm buscando compreender o potencial dos museus de promover o processo de Alfabetização Científica de seus visitantes por meio de ações educativas. Dentre os elementos na educação em museus estão os materiais educativos e, inseridos neste conjunto, temos os roteiros de visita a exposições. Nesta perspectiva, o objetivo deste trabalho foi analisar o processo de Alfabetização Científica em visitas de famílias à Trilha da Nascente do Jardim Botânico de São Paulo a partir do uso de um roteiro elaborado sob a perspectiva da Alfabetização Científica. Também foi intenção da pesquisa compreender o papel deste roteiro - tanto seu processo de elaboração quanto seus efeitos e potenciais - como estratégia para a promoção do processo de Alfabetização Científica junto a famílias que visitam este local. A confecção do roteiro teve por base literatura e a experiência profissional das pesquisadoras envolvidas, tendo passado por um processo de validação envolvendo, diferentes atores, especialistas e o próprio público. A versão final do roteiro, fornecido como parte de um kit com outros objetos como monóculo e lupa, foi aplicado e avaliado na visita de uma família. Do ponto de vista metodológico, a investigação proposta se enquadra como uma pesquisa qualitativa, tendo por foco a perspectiva dos participantes na busca de responder os potenciais e limitações das visitas roteirizadas e seus possíveis impactos nos visitantes do Jardim Botânico em São Paulo. Os dados em categorias pré-estabelecidas - indicadores de Alfabetização Científica e habilidades investigativas -, se constituíram como a base para o estudo da fala dos sujeitos na interação com o roteiro durante a vista a Trilha da Nascente. Esse procedimento nos revelou evidências de que a Alfabetização Científica está em processo para os integrantes da família. Desse modo, apontamos que a produção e o uso de roteiros em visitas a museus podem promover a reflexão e auxiliar o desenvolvimento das atividades dos setores educativos de museus. / The spread of natural sciences in non-formal education has been subject of discussions in the area of science education in search for elements that allow the understanding of their potential and their challenges. Current investigations are seeking to understand the potential of museums to promote scientific literacy process of their visitors by means of educational activities that develop. Among the elements in education in museums are educational materials and included in this set, we have the visit scripts to exhibitions. In this perspective, the objective of this study was to analyze the scientific literacy process in family visits to the \"Trilha da Nascente\" of Botanical Garden of São Paulo from the use of a developed script from the perspective of the Scientific literacy. It was also the intention of the research to understand the role of this script as a strategy for the promotion of the process of Scientific Literacy with the families who visit this site. The potential of the material was investigated as an educational resource for the promotion of Scientific Literacy, analyzing both the process of elaboration of the material and its effects when applied to a visiting family of \"Trilha da Nascente\" . The preparation of the script was based on literature and professional experience of the involved researchers, having passed through a validation process involving different actors, experts and the public itself. The final version of the script provided as part of a kit with other objects such as monocular and magnifying glass, was applied and evaluated on a family visit. From a methodological point of view, the proposed research fits into the perspective of qualitative research, with the focus on the perspective of the participants in the quest to answer the potential and limitations of scripted visits and their possible impacts on Botanical Garden visitors in São Paulo. The data in predetermined categories - scientific literacy indicators and investigative skills-, constituted as the basis for the study of the subjects\' speeches in the interaction with the script during the visit to the \"Trilha da Nascente\". This procedure revealed us evidence that the Scientific Literacy is in process for the family members. Thereby, we point out that the production and use of scripts in visits to museums can promote reflection and assist the development of the activities of educational museums sectors.

Submitted by Maria Bernadete Dos Santos (mariabpds@id.uff.br) on 2017-09-25T19:06:31Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Fábio.pdf: 1469819 bytes, checksum: 8e3c12ffed7d9285c2f0065b8662cbaa (MD5) Produto Fábio Marques.pdf: 759010 bytes, checksum: e19d9e5bef2f672625b15c173938dd4d (MD5) / Approved for entry into archive by Biblioteca Central do Valonguinho Biblioteca Central do Valonguinho (bcv@ndc.uff.br) on 2017-10-05T21:43:05Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Fábio.pdf: 1469819 bytes, checksum: 8e3c12ffed7d9285c2f0065b8662cbaa (MD5) Produto Fábio Marques.pdf: 759010 bytes, checksum: e19d9e5bef2f672625b15c173938dd4d (MD5) / Made available in DSpace on 2017-10-05T21:43:05Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Fábio.pdf: 1469819 bytes, checksum: 8e3c12ffed7d9285c2f0065b8662cbaa (MD5) Produto Fábio Marques.pdf: 759010 bytes, checksum: e19d9e5bef2f672625b15c173938dd4d (MD5) / Neste trabalho relatamos uma experiência de ensino de Radioatividade para uma turma de terceira série do Ensino Médio de uma escola particular localizada no centro do município de Nova Iguaçu, Rio de Janeiro. Os eixos balizadores desta dissertação foram o movimento Ciência-Tecnologia-Sociedade (CTS), aliados ao referencial teórico do educador Paulo Freire, no qual buscou-se como objetivo principal a elaboração, aplicação e avaliação de uma sequência didática (SD) para abordar o conteúdo, buscando construir junto aos alunos habilidades e competências necessárias para a tomada de decisão e o desenvolvimento de uma visão crítica de mundo, onde os alunos são cidadãos. A “crise hídrica” foi utilizada como tema gerador, que sustentou todo desenvolvimento da sequência didática. Para coleta de dados, questionários mistos com perguntas abertas e fechadas foram desenvolvidos e aplicados como pré e pós-testes. A avaliação de aprendizagem foi realizada através de uma prova discursiva englobando questões relacionadas aos aspectos históricos, teóricos e sociais. Além disso, um teatro na forma de júri simulado foi utilizado a fim de criar um momento de debate e discussão acerca do tema. Resultados mostram que a sequência utilizada gerou modificação no pensamento dos alunos, que despertou o interesse por novos conhecimentos, e estes tornaram-se mais críticos e capazes de tomar decisões sobre os problemas que enfrentam, avaliando seus riscos e benefícios. / This paper reports a radioactivity of teaching experience to a group of third high school grade of a private school located in the center of the city of Nova Iguaçu, Rio de Janeiro. The benchmarks axes of this work were the movement Science-Technology-Society (STS), together with the theoretical framework of the educator Paulo Freire, which was sought as main objective the development, implementation and evaluation of a didactic sequence (DS) to address content, seeking to build with the students skills and competencies required for decision making and the development of a critical vision of the world, where students are citizens. The "water crisis" was used as the theme generator, which sustained development of all instructional sequence. For data collection, mixed questionnaires with open and closed questions were developed and applied as pre- and post-tests. The content evaluation was conducted through a discursive proof covering issues related to the historical, theoretical and social aspect CTS. In addition, a theater in the form of simulated jury was used to create a moment of debate and discussion on the subject. Results show that the generated sequence used change in thinking simplistic and naive student, and these have become more critical and able to make decisions about the problems they face, evaluating their risks and benefits.

As discussões atuais sobre alfabetização científica indicam um consenso de que ela é um processo que ocorre por toda a vida do indivíduo em vários espaços de educação. Os museus cumprem um importante papel na educação dos indivíduos fora do ambiente escolar e ao longo da vida. Estas instituições oferecem uma série de atividades educativas com a intenção de aproximar e melhorar a percepção pública sobre ciência. Dentre estas atividades, está a produção e utilização de materiais educativos. O objetivo geral desta pesquisa é: investigar como/se os materiais utilizados nas diversas ações educacionais e culturais realizadas pelos museus contribuem para o processo de alfabetização científica do público. O trabalho foi realizado no Parque Zoológico Municipal Quinzinho de Barros, Sorocaba, SP analisando 27 materiais produzidos pela instituição e a interação de um deles com o público escolar visitante. Os materiais consistem em objetos tridimensionais (animais e plantas conservadas, modelos e réplicas). Para a coleta e análise dos dados utilizamos metodologia qualitativa e quantitativa com diversos procedimentos que nos permitiram triangular os dados para conferir maior credibilidade à pesquisa. Para a análise dos dados utilizamos a ferramenta teórico-metodológica desenvolvida por Cerati (2014), Rocha (2016) e Oliveira (2016), que propuseram indicadores e atributos para avaliar processos e produtos desenvolvidos em museus. Os resultados revelaram que, sob o ponto de vista da intenção da produção dos materiais educativos, eles contribuem para a alfabetização científica com a identificação de todos os indicadores (científico, interface social, institucional e estético/afetivo/cognitivo), assim como 11 dos 16 atributos de alfabetização científica. A interação do público com 1 dos materiais (mochila de curiosidades) mostrou a presença de 2 indicadores e 4 atributos. Concluímos que os materiais contribuem para a alfabetização científica do público, mas que estes poderiam incluir a abordagem de aspectos relacionados com a relevância da instituição, do pesquisador e da própria ciência, atributos pouco identificados durante a análise. / Current discussions about scientific literacy have shown a consensus that this is a continuous process that occurs during individuals lifetime, in different education facilities. Museums play an important role in education out of school environment and along life. Such institutions provide a number of educative activities aiming to approach and to improve awareness about science. Among them is the production and use of educational materials. The general objective of this research is to investigate how/if these materials used in the various museums educational and cultural actions contribute to the process of public scientific literacy. This research was conducted in Parque Zoológico Municipal Quinzinho de Barros, located in the city of Sorocaba, São Paulo state. Twentyseven materials produced by this institution were analyzed, particularly the interaction between one of these materials and the visiting students audience. These materials consisted of tridimensional objects - specimens of preserved animals and plants, models and casts. For data collection and analysis we used quantitative and qualitative methodology, combining different procedures for data triangulation. We used a theoretical-methodological instrument developed by Cerati (2014), Rocha (2016), and Oliveira (2016), who proposed indicators and attributes to evaluate processes and products developed by museums. Our results have shown that, considering the intention of educative materials producing, they contribute for scientific literacy, considering the recognition of all indicators (scientific, social interface, institutional, and aesthetic/affective/cognitive), as weel as 11 of the 16 attributes of scientific literacy. The interaction between the audience with one of the materials (named curiosities bag) has showed the presence of 2 indicators and 4 attributes. Our conclusion is that these materials contribute for the audience scientific literacy, but on aspects like institution, researcher and science relevance - which appear very discreetly in the analysis - could receive more attention during their development.

En este estudio, tuvimos el objetivo de elaborar narrativas históricas y preguntas guías enmarcadas en la Revolución Copernicana, como un aporte para el fortalecimiento de la Alfabetización Científica (A.C). Sabemos que en un mundo incierto, acelerado, y sujeto a continuas transformaciones, se ha tornado una necesidad imperante, entre otros, promover la generación de recursos y/o espacios que permitan valorar al sujeto en formación en su integralidad. Sobre este escenario, y con base en los aportes teóricos y empíricos de alguno(as) investigadores(as) que han legitimado la A.C, la Naturaleza de la Ciencia (NdC) y la Enseñanza por Investigación como áreas de reflexión, producción y transferencia de conocimiento científico, pudimos elaborar y/o adaptar directrices metodológicas que nortearon nuestras diferentes etapas consolidadas. De esta manera, iniciamos una reconstrucción histórica-epistemológica general sobre algunos hechos enmarcados en la Revolución Copernicana, lo cual, nos permitió reflexionar y seleccionar algunos aspectos acorde a nuestra idea de NdC y convicción de educación que, al final, se materializaron en narrativas históricas y preguntas directrices desde diversos planos de desarrollo del pensamiento científico. Así, como resultado de este proceso, elaboramos 6 narrativas históricas y 126 preguntas directrices (55 en el plano instrumental-operativo, 36 en el plano personal-significativo y 35 en el plano relacional social-cultural). Finalmente, creemos que esta propuesta teórica de carácter pedagógica-didáctica y epistemológica, además de ser un recurso flexible a adaptación para complementar actividades en el aula de ciencias y/o física, se constituye como un material de reflexión o directriz para la producción de otros materiales análogos con base en la investigación didáctica / In this study, we had the goal of developing historical narratives and guidelines questions framed in the Copernican Revolution, as a contribution to the strengthening of Scientific Literacy (SL). We know that in an uncertain and fast world, it subject to continuous transformations has become a pressing need, among others, promoting the generation of resources and / or spaces allowing training in the subject in its entirety. On this stage, and based on the theoretical and empirical contributions of some researchers who have legitimized the SL, the Nature of Science (NOS) and the Teaching by Inquiry as areas for reflection, production and transfer of scientific knowledge, we were able to develop and / or adapt methodological guidelines that guided our consolidated different stages. Thereby, we began a historical-epistemological reconstruction on some facts generally framed in the Copernican Revolution, which allowed us to reflect and to select some aspects according to our idea of about NOS and conviction of education materialized in historical narratives, questions and guidelines from many levels of development of scientific thought. Therefore, as a result of this process, we developed 6 historical narratives and 126 guidelines questions (55 in the instrumental-operational level, 36 in the personal-significant level and 35 in the relational-social/cultural level). Finally, we believe that this theoretical proposal of pedagogical-didactic and epistemology character besides being a flexible adaptation resource to complement activities in the science and physics classrooms is constituted as a reflection or guidance material for the production of similar material based on educational research.

O trabalho apresentado investiga as contribuições da pesquisa em ensino de ciências para a promoção da educação científica em atividades a serem desenvolvidas por laboratórios ativos de pesquisa. Apoiado nos debates sobre o ensino em espaços não formais, procura situar o ambiente de trabalho desses centros e suas possibilidades de interlocução com a escola básica e o público em geral. Tal perspectiva localiza as limitações desses laboratórios, reconhecendo a não intencionalidade própria dos espaços envolvidos, ao contrário do que se observa, por exemplo, em museus ou exposições científicas. Por outro lado, identifica sua singularidade, enquanto ambiente privilegiado para apresentar os processos de produção científica, enfatizando os aspectos sociais de seu fazer, pouco explorados no contexto escolar. Com esse intuito, foram analisadas as possíveis contribuições de reflexões sobre Alfabetização Científica e Ciência- Tecnologia-Sociedade (CTS), a fim de inserir articulações entre os aspectos do conhecimento científico presentes nos laboratórios e as demandas de visitantes. Em particular, investiga-se o acelerador de partículas Pelletron, do Departamento de Física Nuclear do IFUSP, analisando diferentes estratégias associadas a visitas, desenvolvidas ao longo de seis anos de trabalho, com a finalidade de promover a educação científica. Nessas análises, foi possível identificar que os diferentes protagonistas, sejam eles alunos, professores, cientistas ou técnicos, manifestam interesses nem sempre convergentes. Isso conduziu ao questionamento da centralidade atribuída ao conhecimento físico conceitual, procurando ampliar a ideia de conhecimento de forma a incluir outras dimensões do fazer científico. Nessa direção, discute-se o potencial de dimensões do conhecimento relacionadas à produção da ciência e sua função social. Propõe-se, assim, que o conhecimento físico se articule com situações da dinâmica da vida do laboratório e com as questões de inserção da ciência no conjunto da sociedade, ampliando a compreensão dos visitantes acerca da ciência. / The present study investigates the contributions of research in science learning to promote science education activities to be developed by operational research laboratories. Supported by discussions regarding the non-formal education, this study aims to situate the work environment of these laboratories and their potentialities of communication with elementary schools and the general public. This endeavor must recognize the limitations of these laboratories, since they have a different purpose when compared to museums and science exhibitions, for instance. On the other hand, it is possible to identify the uniqueness of such places as a privileged environment to present the science production process and the social aspects of this process, that is little explored in the school context. In addition, we analyzed the possible contributions of reflections on Scientific Literacy and Science- Technology-Society (STS), in order to insert links between aspects of scientific knowledge in the laboratories and the demands of visitors. In particular, we investigate the Pelletron particle accelerator, from the Department of Nuclear Physics of the Institute of Physics from the University of São Paulo (IFUSP), analyzing different strategies associated with the visits developed over six years of work, in order to promote science education. In these analyses, it was possible to identify that the different actors, such as students, teachers, scientists or technicians, express different interests that do not always converge. This led to challenge the central role attributed to conceptual physical knowledge, seeking the broadening of the idea of knowledge in order to include other dimensions of scientific work. In this sense, we discuss the possible dimensions of knowledge related to the production of science and its social function. Therefore, we propose that the physical knowledge must be linked to other aspects of the laboratory dynamics and to issues regarding the insertion of science in the society, expanding visitors\' understanding about it.

Deveria ser esperado que a população fosse ciente de como a ciência, e principalmente, seus conhecimentos e aplicações, chegam até ela e, para isso, tivesse esclarecimento e discernimento suficientes para perceber, entender e julgar as novidades científico-tecnológicas a que tem acesso no que poderíamos chamar de Alfabetização Científica (AC). Sasseron (2008) define a AC como um processo de inserção dos indivíduos dentro da cultura científica. Sasseron e Carvalho (2008), a partir de eixos estruturantes da AC, propõem indicadores que servem como parâmetros que permitam identificar que a AC está em processo. Osborne e Patterson publicam, em 2011, um polêmico trabalho com o intuito de distinguir Argumentos de Explicações, alegando que a falta de distinção entre estes dois conceitos representa uma fraqueza no campo de pesquisa em ensino de Ciências. Tomando a AC como norte para o ensino de ciência, Argumentos e Explicações se valorizam, já que pertencem às práticas da ciência e podem ser um meio de atingir metas cognitivas, epistêmicas e sociais da aprendizagem em Ciências. Os objetivos deste trabalho: a) a partir de apoios da literatura, desenvolver recursos metodológicos para caracterizar e diferenciar argumentos e explicações; b) identificar e analisar argumentos e explicações presentes nas produções escritas de alunos; c) identificar e analisar indicadores de AC presentes nas produções escritas dos alunos. Nossa análise se deu sobre uma das atividades realizadas dentro do contexto de uma sequência de ensino investigativo (SEI), a qual aborda a temática \"Dinâmica Populacional\", aplicada em duas turmas do 1° ano do Ensino Médio da Escola de Aplicação da Faculdade de Educação da Universidade de São Paulo (EAFEUSP) em 2012 e 2013. Os alunos realizaram um experimento sobre a capacidade suporte de um ambiente para a população de Lemna sp (uma planta aquática de pequeno porte que apresenta alta taxa de reprodução por brotamento). Após a realização desse experimento, os alunos produziram relatórios coletivamente com conclusões individuais. Analisamos cada trecho (o qual poderia se constituir de um parágrafo, tabela, gráfico ou figura) de um conjunto de 29 relatórios em busca dos indicadores da AC e de Explicações e Argumentos. Foram encontrados 571 indicadores de AC nos relatórios e 367 nas conclusões individuais, e isso nos permite considerar que a AC está em processo. Também podemos considerar que os alunos envolveram-se com as investigações e as discussões propostas. A proposição de uma metodologia de desambiguação é tanto metodologia como resultado, e a aplicação desta nos permitiu identificar 35 Explicações e 22 Argumentos nos relatórios e respectivamente 21 e 40 nas 52 conclusões individuais que foram produzidas apenas no ano de 2013. No tocante aos objetivos desta pesquisa, acreditamos tê-los respondido na medida em que desenvolvemos uma metodologia que nos permitiu distinguir Argumentos e Explicações em produções escritas de alunos e identificamos os indicadores de Alfabetização Científica presentes nessas produções. Essa última tarefa culminou na proposição de dois novos indicadores em acréscimo aos que usamos como referência (SASSERON 2008; SASSERON e CARVALHO 2008): um deles é o próprio Argumento, e outro, a Listagem de materiais. / Should be expected that the population is aware of how science, especially their knowledge and reach, comes to her and, therefore, had sufficient enlightenment and discernment to perceive, understand and judge the scientific and technological innovations that give access to what may be called the Scientific Literacy (SL). Sasseron (2008) defines the SL as a process of integration of individuals within the scientific culture. Sasseron and Carvalho (2008) from the structural axis of SL propose indicators that serve as parameters that identify that the SL is in process. Osborne and Patterson published a controversial study in 2011 in order to distinguish Arguments from Explanations, claiming that the lack of distinction between these concepts is a weakness in the field of research in science teaching. Taking the SL as north to the teaching of science, Arguments and Explanations are valued, since they belong to the practices of science and can be a way to achieve cognitive, epistemic and social goals of learning in science. The aims of this work: a) supported from the literature, develop methodological tools to characterize and differentiate Arguments and Explanations; b) identify and analyze Arguments and Explanations present in the written production of students; c) identify and analyze indicators of SL present in the students\' written productions. Our analysis was based on one of the activities carried out within the context of a sequence of investigative teaching (SEI), which deals with the \"Population Dynamics\" theme, applied to two classes of the 1st year of high school at the Escola de Aplicação from the Faculdade de Educação from University of São Paulo (EAFEUSP) in 2012 e 2013. Students conducted an experiment on the carrying capacity of an environment for the population of Lemna sp (an aquatic plant that features small high rate of reproduction by budding). After performing this experiment, students collectively produced reports with individual conclusions. We analyzed each passage (which could be a paragraph, table, graph or diagram) of a set of 29 reports in search of indicators of the AC, the explanations and arguments. We found 571 indicators of SL in the reports and the 367 in the individual conclusions, and this allows us to consider that the SL is in progress. We can also consider that the students were involved with the investigation and the proposed discussions. The proposition of a methodology for the disambiguation is both method and result. Applying this methodology allowed us to identify 35 Explanations and 22 Arguments in the reports. We found respectively 21 and 40 in 52 individual conclusions that were produced in 2013 only. Concerning the aims of this study, we believe having them answered, as we developed a methodology that allowed us to distinguish Arguments and Explanations in written production of students, and identify indicators of Scientific Literacy on those productions. This last task culminated in the proposal of two new indicators in addition to those we used as reference (SASSERON 2008; SASSERON e CARVALHO 2008): one is the Argument itself, and another, the Listing of Materials.

Supporting the development of scientifically literate students is a priority in public school education, and understanding how that development is influenced by the Common Core State Standards is vital to quality science education. However, little quantitative research has been conducted about how the Common Core State Standards impact science education. The purpose of this quasi-experimental study was to determine how the alignment of science curriculum and instruction to the Common Core English Language Arts State Standards impacts the development of students' scientific literacy skills. Bybee's framework for scientific literacy provided the theoretical framework. Participants included 7 middle school students in Grades 5-8 in a rural community located in the western region of the United States. The summer school science intervention teacher integrated Common Core English Language Arts Standards into a biological science curriculum developed by Marsh. Scientific literacy was determined by student results on released items from the 2011 Trends in International Mathematics and Science Study. Results from assessments in this study indicated an improvement of 5.5% when comparing pre to posttest scores in scientific literacy, though not statistically significant when analyzed using ANOVA. Recommendations include a need to increase research in rural education about scientific literacy for K-12 students, and about the impact of Common Core State Standards on science instruction. This study contributes to positive social change by providing educators and researchers with a deeper understanding of how to improve science literacy for all students.

The aim of this qualitative study was to explore research assistants&rsquo / opinions regarding the courses they take during their graduate study in terms of improving their science perception and research skills. The research questions include research assistants&rsquo / assessments about the effectiveness of graduate courses on research skills and science perception, their evaluation of the graduate programs in terms of improving science perception, and their suggestions on the improvement of the quality of the graduate program regarding science perception and research skills. The sample for the present study contains 12 interviewees from four different v institutes of Middle East Technical University. The interviewees are all PhD candidates at METU. The sample was chosen by using purposive sampling. In this study, the data collection instrument was a semi-structured interview guide designed by the researcher. There were 8 main questions and 9 sub-questions. The collected data was analyzed through content analysis. The results of the study are presented under four main themes, which were derived from the research questions. First theme was the assessment of research skills which was about usefulness of courses, competence about research methods, reasons for not taking courses, problems because of not taking them. The second theme was the assessment of science perception which was about contributions of courses, reasons for not taking courses. The third theme was the evaluation of the graduate programs which consisted of should-be-developed and positive aspects. The last theme was about suggestions which could be realized by university administration and by personal efforts. In conclusion, the findings revealed that the research assistants are aware of the importance of research methods course for enhancing research skills, and of effectiveness of history and philosophy of science course regarding the improving of science perception. In this respect, based on literature review and the research assistants&rsquo / views it is suggested that history and philosophy of science course utilizing explicitly-reflective inquiry approach should be included curriculum of graduate programs.

There is a divide between what students are being taught within the science classroom and what they experience out in the real world. This study sought to explore possible relationships between a socioscientific issues embedded curriculum and outcome variables addressing environmental attitude and knowledge, oral and written argumentation and critical thinking skills. Both quantitative and qualitative methods were used to examine both within and between class differences as well as individual differences between the beginning and end of a semester of elementary school. Results indicated that socioscientific issues assist students in developing their critical thinking skills while also providing students the opportunity to be exposed to and participate in local and global environmental issues influencing the community at large. Statistical significance was found between groups in regards to attitude toward the environment, the qualitative interviews did indicate that some students provided more advanced argumentation skills by articulating alternate viewpoints on controversial environmental topics. Theoretical implications regarding the use of socioscientific issues in the classroom are presented.

在過去幾十年間，科學素養備受國內外學者重視，提升國民的科學素養程度不但被多國政府納入國家重點施政方針，相關調查與具體的教育措施亦成為研究者的關注焦點。大眾媒體向來是一般閱聽眾接觸科學資訊最常見的管道，因此如何讓科學知識能普及於一般民眾，甚至讓非專業人士也能對科學有正面評價並支持科學發展，便成為科學工作者傳遞科學資訊的挑戰。針對民眾科學知識與科學素養的相關研究，近十多年來在國外幾乎不曾間斷。然若回顧台灣本地文獻，大規模的科學素養或科學態度調查則較少出現。為彌補此一研究缺漏，本文擬以全台灣地區的大學在學生為調查對象，透過科學問卷設計，進行全國大學生科學素養與科學態度調查，同時將媒介使用與人口變項納入分析之中，以期了解彼此間的相互關係。 本研究透過隨機抽樣，抽出十一所分別位於台灣北、中、南、東的大專院校，於民國九十八年六月間進行問卷調查與回收，最後共取得1838份有效問卷，以統計軟體SPSS中的t檢定與階層迴歸分析後，研究發現如下：一、在新聞媒介使用上，大學生接觸網路頻率最高，電視次之，報紙與雜誌殿後；二、在科學素養方面，男性、就讀理工組相關科系、念公立大學、在班上成績較佳的學生，有較好的科學素養程度；科學態度與科學素養則無顯著相關；三、除了電視新聞與電視科學內容接觸外，其他種類的媒介使用對科學素養並無顯著影響；四、本研究發現，收看電視的頻率越高，科學素養越低落，且無論新聞或科學節目皆然；五、在控制住所有可能的影響因素後，影響科學素養最有力的變項分別為「公私立大學」、「就讀科系」與「班上成績」，顯示學校教育與過去學習背景是影響台灣地區大學生科學素養程度的最主要因素。 / Over the past decades, a growing number of studies have focused on public scientific literacy and tried to examine it. Public familiarity with basic scientific concepts and principles has been proposed as essential for effective decision-making both in personal daily life and national policy. Quantitative and qualitative studies of the public understanding of science have been conducted in many countries. Those studies have provided valuable insights into to what extent that citizens may have understood important scientific concepts, and furthermore, into the ways in which they seek and use scientific knowledge and how they think about science. There were only few science literacy related studies conducted in Taiwan. Up till now, no representative and population-based study in Taiwan. Therefore, the objectives of this study were to estimate the level of scientific literacy of college students in Taiwan and to explore the relationships between media use, scientific literacy and the attitude toward science. This study conducted a national survey among college students in Taiwan. One thousand eight-hundred and thirty-eight students participating in this study from June 1, 2009 to June 22, 2009. As expected, male, public university students, majoring science and technology, with better academic performance, will have higher levels of scientific literacy. Scientific literacy is negative related to the frequency of watching television, whether news or scientific programs, which suggests TV programs in Taiwan do not provide quality science contents to audiences. After controlling for a range of socio-demographic variables, it is found that public or private university, major, and academic performance have significant effects on college students’ scientific literacy. Findings indicated that educational variables affect the level of scientific literacy of Taiwanese undergraduates the most.