Skip to main content

Advertisement

SpringerLink
Log in

Fostering Scientific Literacy and Critical Thinking in Elementary Science Education

  • Published:
International Journal of Science and Mathematics Education Aims and scope Submit manuscript

Abstract

Scientific literacy (SL) and critical thinking (CT) are key components of science education aiming to prepare students to think and to function as responsible citizens in a world increasingly affected by science and technology (S&T). Therefore, students should be given opportunities in their science classes to be engaged in learning experiences that promote SL and CT, which may trigger the need to build and develop knowledge, attitudes/values, thinking abilities, and standards/criteria in an integrated way, resulting in their ability to know how to take responsible action in contexts and situations of personal and social relevance. This paper reports on a study to design, implement, and assess science learning experiences focused on CT toward SL goal. Results support the conclusion that the learning experiences developed and implemented in a grade 6 science classroom had a significant influence on the students’ CT and SL. Within this elementary school context, the theoretical framework used appears to be a relevant and practical aid for developing learning experiences that promote CT/SL and in supporting teaching practices that are more in line with the goals of critical scientific literacy.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Aikenhead, G. (1992). Logical reasoning in science and technology: An academic STS science textbook. Bulletin of Science Technology and Society, 12(3), 149–159.

    Article  Google Scholar 

  • Aikenhead, G. (2007, May). Expanding the research agenda for scientific literacy. Paper presented at the Linnaeus Tercentenary Symposium on Promoting Scientific Literacy: Science Education Research in Transaction. Uppsala University, Sweden. Available from http://www.usask.ca/education/profiles/aikenhead/webpage/expand-sl-res-agenda.pdf

  • American Association for the Advancement of Science (1990). Science for all Americans: Project 2061. New York, NY: Oxford University Press.

    Google Scholar 

  • American Association for the Advancement of Science (1993). Benchmarks for science literacy: Project 2061. New York, NY: Oxford University Press.

    Google Scholar 

  • BSCS. (2008). Scientists and science education. Retrieved from http://science.education.nih.gov/SciEdNation.nsf/EducationToday1.html.

    Google Scholar 

  • Council of Ministers of Education, Canada (1997). Common framework of science learning outcomes, K to 12: Pan-Canadian protocol for collaboration on school curriculum. Retrieved from http://www.cmec.ca/Publications/Lists/Publications/Attachments/177/pancan-protocol-collaboration-1997.pdf

  • Coutinho, C. (2011). Metodologia de investigação em ciências sociais e humanas [Methodology of research in social sciences and humanities]. Coimbra, Portugal: Almedina.

  • Department for Education (2011). Review of the National Curriculum in England. What can we learn from English, mathematics and science curricula of high-performing jurisdictions. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/197636/DFE-RR178a.pdf

  • Department for Education (2013). National Curriculum to England (framework document). Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/339805/MASTER_final_national_curriculum_until_sept_2015_11_9_13.pdf

  • Ministerial Council on Education, Employment, Training and Youth Affairs (2006). National assessment program—Science literacy year 6. School release materials. Author. Retrieved from http://www.scseec.edu.au/archive/Publications/Publications-archive.aspx#measuring

  • Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. B. Baron & R. J. Sternberg (Eds.), Teaching thinking skills: Theory and practice. New York, NY: W. H. Freeman.

  • Ennis, R. H. & Millman, J. (1985). Cornell critical thinking test, level X. Pacific Grove, CA: Midwest.

    Google Scholar 

  • Finnish National Board of Education (2004). National core curriculum for basic education. Retrieved from http://www.oph.fi/english/sources_of_information/core_curricula_and_qualification_requirements/basic_education

  • Ford, C. L. & Yore, L. D. (2012). Toward convergence of metacognition, reflection, and critical thinking: Illustrations from natural and social sciences teacher education and classroom practice. In A. Zohar & J. Dori (Eds.), Metacognition in science education: Trends in current research (pp. 251–271). Dordrecht, The Netherlands: Springer.

    Chapter  Google Scholar 

  • Hackling, M. W., Goodrum, D. & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools. Canberra, Australia: Department of Education, Training and Youth Affairs.

    Google Scholar 

  • Harlen, W. (2006). ASE guide to primary science education. Hatfield, England: Association for Science Education.

  • Harlen, W. (Ed.). (2010). Principles and big ideas of science education. Hatfield, England: Association for Science Education.

  • Hatcher, D. & Spencer, L. A. (2000). Reasoning and writing: From critical thinking to composition. Boston, MA: American Press.

    Google Scholar 

  • Hofstein, A., Eilks, I. & Bybee, R. (2011). Societal issues and their importance for contemporary science education—A pedagogical justification and the state-of-the-art in Israel, Germany, and the USA. International Journal of Science and Mathematics Education, 9, 1459–1483.

    Article  Google Scholar 

  • International Council for Science (2011). Report of the ICSU ad-hoc review panel on science. Paris, France: Author. Retrieved from http://www.icsu.org/publications/reports-and-reviews/external-review-of-icsu

  • Lin, S.-S. (2014). Science and non-science undergraduate students’ critical thinking and argumentation performance in reading a science news report. International Journal of Science and Mathematics Education, 12, 1023–1046.

    Article  Google Scholar 

  • Millar, R. & Osborne, J. (1998). Beyond 2000: Science education for the future. London, England: King’s College School of Education.

  • Ministério da Educação e Ciência (2013). Metas curriculares [Curricular goals]. Lisbon, Portugal: Author.

  • National Research Council (1996). National science education standards. Washington, DC: National Academies Press.

    Google Scholar 

  • National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.

    Google Scholar 

  • NGSS Lead States (2013). Next generation science standards: For states, by states. Washington, DC: National Academies Press. Available from http://nextgenscience.org/next-generation-science-standards.

  • Norris, S. & Ennis, R. H. (1989). Evaluating critical thinking. Pacific Grove, CA: Critical Thinking Press & Software.

    Google Scholar 

  • Oates, T. (2010). Could do better: Using international comparisons to refine the national curriculum in England. Retrieved from http://www.education.gov.uk/inthenews/inthenews/a0068191/could-do-better-analysis-of-international-curriculums-published.

    Google Scholar 

  • Organisation for Economic Co-operation and Development (2006a). Assessing scientific, reading and mathematical literacy—A framework for PISA 2006. Paris, France: Author.

  • Organisation for Economic Co-operation and Development (2006b). Evolution of student interest in science and technology. Policy report. Paris, France: Retrieved from http://www.oecd.org/dataoecd/16/30/36645825.pdf

  • Organisation for Economic Co-operation and Development (2009). PISA 2009 assessment framework—Key competencies in reading, mathematics, and science. Paris, France: Author.

  • Osborne, J. & Dillon, J. (2008). Science education in Europe: Critical reflections. London, England: Nuffield Foundation. Retrieved from http://www.nuffieldfoundation.org/sites/default/files/Sci_Ed_in_Europe_Report_Final.pdf.

  • Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729–780). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henriksson, H. & Hemmo, V. (2007). Science education now: A renewed pedagogy for the future of Europe. Luxembourg, Belgium: European Commission. Retrieved from http://ec.europa.eu/research/science-society/document_library/pdf_06/report-rocard-on-science-education_en.pdf.

    Google Scholar 

  • Scriven, M. & Paul, R. (2007). Defining critical thinking. Retrieved from http://www.criticalthinking.org/aboutCT/define_critical_thinking.cfm.

    Google Scholar 

  • Tenreiro-Vieira, C. & Vieira, R. M. (2011). Educação em ciências e em matemática numa perspectiva de literacia: desenvolvimento de materiais didácticos CTS / Pensamento Crítico (PC) [Mathematics and science education for literacy]. In W. dos Santos & D. Auler (Eds.), CTS e educação científica: desafios, tendências e resultados de pesquisas (pp. 417–437). Brasília, Brazil: Editora Universidade de Brasília.

    Google Scholar 

  • Vieira, R. M. (1995). O desenvolvimento de courseware promotor de capacidades de pensamento crítico [The development of a courseware to promote critical thinking abilities] (Unpublished master’s thesis). University of Lisbon, Portugal.

  • Vieira, R. M., Tenreiro-Vieira, C. & Martins, I. (2011). Educação em ciências com orientação CTS [Science education with STS orientation]. Porto, Portugal: Areal Editores.

  • Yore, L. D. (2012). Science literacy for all—More than a slogan, logo, or rally flag! In K. C. D. Tan & M. Kim (Eds.), Issues and challenges in science education research: Moving forward (pp. 5–23). Dordrecht, The Netherlands: Springer.

    Chapter  Google Scholar 

  • Yore, L. D., Pimm, D. & Tuan, H.-L. (2007). The literacy component of mathematical and scientific literacy. International Journal of Science and Mathematics Education, 5, 559–589.

    Article  Google Scholar 

Download references

Acknowledgments

The authors thank Dr. Larry Yore and Mrs. Sharyl Yore for their mentoring assistance.

Author information

Authors and Affiliations

  1. Department of Education, University of Aveiro, 3810-193, Aveiro, Portugal

    Rui Marques Vieira

  2. Research Centre for Didactics and Technology in Teacher Education, University of Aveiro, Aveiro, Portugal

    Rui Marques Vieira & Celina Tenreiro-Vieira

Authors
  1. Rui Marques Vieira
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Celina Tenreiro-Vieira
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Rui Marques Vieira.

Appendix

Appendix

Table 2

Table 2 Learning experiences, underlying topics, and CT/LS elements required
Full size table
Table 1 Descriptive statistics for students’ scores on the critical thinking and scientific literacy pretests and posttests
Full size table

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Vieira, R.M., Tenreiro-Vieira, C. Fostering Scientific Literacy and Critical Thinking in Elementary Science Education. Int J of Sci and Math Educ 14, 659–680 (2016). https://doi.org/10.1007/s10763-014-9605-2

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10763-014-9605-2

Keywords

Search

Navigation