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- The Evolution of the Definition of Scientific Literacy in PISA
| epistemic knowledge
). For instance, many sets of data can be interpreted in multiple ways. Argumentation and critique, therefore are essential to determining which is the most appropriate conclusion. Whether it is new theories, novel ways of collecting data, or fresh interpretations of old data, argumentation is the means that scientists and technologists use to make their case for new ideas. Disagreement amongst scientists is therefore normal rather than extraordinary. Resolution of which interpretation is the best requires a knowledge of science ( content knowledge ) and critique. Through this process science has managed to achieve consensus about key explanatory ideas and concepts (Longino, 1990). Indeed, it is a critical and sceptical disposition towards all empirical evidence that many would see as the hallmark of the professional scientist. The scientifically literate individual would understand the function and purpose of argument and critique and why it is essential to the construction of knowledge in science. In addition, they should have the competency both to construct claims that are justified by data and to identify any flaws in the arguments of others. The Evolution of the Definition of Scientific Literacy in PISA 24. In PISA 2000 and 2003, scientific literacy was defined as follows: “Scientific literacy is the capacity to use scientific knowledge, to identify questions and to draw evidence-based conclusions in order to understand and help make decisions about the natural world and the changes made to it through human activity.” (OECD, 2000, 2003) 25. In 2000 and 2003 the definition embedded knowledge of science and understandings about science within the one term ‘scientific knowledge’. The 2006 definition separated and elaborated the term ‘scientific knowledge’ by resolving it into two components ‘knowledge of science’ and ‘knowledge about science’ (OECD, 2006). Both definitions, however, referred to the application of scientific knowledge to understanding, and making informed decisions about, the natural world. In PISA 2006, the definition was enhanced by the addition of knowledge of the relationship between science and technology – an aspect that was assumed but not elaborated in the 2003 definition. 123 26. The PISA 2015 definition of scientific literacy is an evolution of these ideas. The major difference is that the notion of “knowledge about science” has been specified more clearly and split into two components – жүктеу/скачать 4,47 Mb. Достарыңызбен бөлісу:
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