Akadēmiskais centrshttps://doi.org/10.22364/htqe.2022.35 | 487-498 | PDF
How to Learn Science Literacy? Overview of Most Topical and Researched Learning Approaches
Jana Altenberga, Zanda Rubene
University of Latvia, Latvia
Abstract. Rising levels of disinformation and fake news have been posing risk to democracy, public health and wellbeing of a democratic society, an issue becoming even more evident during Covid-19 pandemic. Thus, in the current post-truth era, where opinions are becoming more important than facts, scientific literacy skills enhanced by education is seen as one of the solutions to help combat a threat of misleading information. In order to understand the most effective educational approaches that aims to enhance science literacy skills, systemic literature review of the research articles published between year 2018 and 2021 were performed. The goal of this systemic literature review is to gain an overview on the most researched learning techniques and approaches that has proven to successfully improve educational processes and enhance scientific literacy and understanding of science. After content analysis of 262 article abstracts containing keywords “Science literacy” or “Scientific literacy” on the Web of Science database, a total of 54 articles were identified that had described a learning approach or a technique that has improved learning process and results in the subjects of science, technology, engineering or mathematics while enhancing general understanding of science and improving science literacy. It was found that the following learning approaches were seen to be effective when improving scientific literacy skills – citizen science, context-based learning, inquiry-based learning (including discovery learning method, guided inquiry, and active learning), problem-based learning and socio-scientific learning approach. Each of the approaches were analysed and compared to find common/different aspects that can help identify and choose the right approach for specific target audience.
Keywords: Scientific literacy, science literacy, disinformation, education, learning approaches
Acknowledgements
This research is funded by the Latvian Council of Science, Project title: Scientific school culture for sustainable society (ZIKS), project No. lzp-2021/1-0135, Implemented by Vidzeme University of Applied Sciences in a cooperation with Faculty of Education, Psychology and Art of University of Latvia.
In: Human, Technologies and Quality of Education, 2022. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2022. Rakstu krājums
Riga, University of Latvia, 2022. 1135 p. Ed. L. Daniela
https://doi.org/10.22364/htqe.2022
ISBN 978-9934-18-911-1