Přírodovědná gramotnost v preprimárním a raném období primárního vzdělávání jako prostředek zvýšení zájmu o studium přírodovědných a technických oborů

Svatava Janoušková; Lenka Hubáčková; Václav Pumpr; Jan Maršák

doi:10.14712/18047106.67

Vol. 5 No. 1 (2014): sciED Research Reports

Science Literacy in the Pre-primary and Early Stages of Primary Education as a Tool for Increasing an Interest in Science and Technical Studies

Svatava Janoušková, ¹ Lenka Hubáčková, ² Václav Pumpr, ³ Jan Maršák, ⁴

Centrum pro otázky životního prostředí Univerzity Karlovy v Praze
MŠ a ZŠ Petřiny - jih, Praha
OA Dušní 7, OA Krupkovo náměstí 4, Praha
Publikuje jako nezávislý odborník na danou problematiku

DOI: https://doi.org/10.14712/18047106.67

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Janoušková, S., Hubáčková, L., Pumpr, V., & Maršák, J. (2020). Science Literacy in the Pre-primary and Early Stages of Primary Education as a Tool for Increasing an Interest in Science and Technical Studies. Scientia in Educatione, 5(1), 36-49. https://doi.org/10.14712/18047106.67

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Abstract

Science literacy – especially on the low- and upper- secondary education level – has been in the focus of educational professionals and scholars for a long time. In the last decade the number of studies dealing with the pre-primary and early primary science education increased. These studies explore the linkage between science education and the development of positive attitudes towards science education by children, and argue that if the attitudes are formed already in early childhood, they may have a significant influence on the child’s future – personal and professional – development. Based on the in-depth review of scientific literature the authors of this paper aim at providing the information about the key aspects considered necessary for the child’s science knowledge, skills, attitudes and values’ development. These aspects lay a foundation for the development of the Structure of the Science Literacy in Pre-Schools and Early Primary Schools. The Structure follows/complements the already existing Structure of the Science Literacy for the Lower Secondary Education Level in the Czech Republic. We hope the paper will contribute to
the ongoing discussion about the prospects to increase an interest in science study as well as positive attitudes towards science education.

References

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Bennett, J. (2001). The development and use of an instrument to assess students’ attitude to the study of chemistry. International Journal of Science Education, 23, 833–845. Search in Google Scholar
Bruce, B. C., Bruce, S. P., Conrad, R. L. & Huang, H. J. (1997). University Science Students as Curriculum Planners, Teachers, and Role Models in Elemetary School Classroom. Journal of Research in Science Teaching, 34(1), 69–88. Search in Google Scholar
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Driver, R. & Bell, B. (1986) Students’ thinking about the and the learning of science. School Science Review, 67, 443–456. Search in Google Scholar
European Commision (EC) (2007). Science Education NOW: A Renewd Pedagogy for the Future Europe. Belgie: European Communities. Search in Google Scholar
Eshach, H. & Fried, M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14, 315–336. Search in Google Scholar
Eshach, H. (2006). Science Literacy in Primary Schools and Pre-schools. Springer. Search in Google Scholar
Faltýn, J., Němčíková, K. & Zelendová, E. (Eds.). (2011). Gramotnosti ve vzdělávání: příručka pro učitele. Praha: VÚP v Praze. Search in Google Scholar
Galili, I. & Hazan, A. (2000). Learners’ knowledge in optics: Interpratation, structure and analysis. Internationa Journal of Science Education, 22, 57–88. Search in Google Scholar
Gogolin, L. & Swartz, F. (1992). A quantitative and qualitative inquiry into the attitudes toward science of nonscience college majors. Journal of Research in Science Teaching, 29, 487–504. Search in Google Scholar
Hubáčková, L., Janoušková, S. & Maršák, J. (2013). Přírodovědná gramotnost v předškolním vzdělávání. Dostupné z http://www.lach-ner.com/Files/file/Preprim p%C5%99%C3%ADr gr final.pdf. Search in Google Scholar
Hubáčková, L., Janoušková, S. & Pumpr, V. (2013). Tajemství přírody: Objevné cesty vlastního poznávání. Řízení školy: speciál pro MŠ, 3, 8–10. Search in Google Scholar
Christie, J. & Roskos, K. (2006). Standards, Science, and the Role of Play in Early Literacy Education. In Singer, D. (Ed.) Play=Learning: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth, Oxford: Oxford University Press. Search in Google Scholar
Janoušková, S., Maršák, J. & Pumpr, V. (2012). Přírodovědná gramotnost v primárním vzdělávání. Dostupné z http://www.lachner.com/Files/file/P%C5%99%C3%ADrod gramot prim%C3%A1rn%C3%AD final.pdf. Search in Google Scholar
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Kjærnsli, M. & Lie, S. (2011). Students’ Preference for Science Careers: International comparisons based on PISA 2006. International Journal of Science Education, 33(1), 121–144. Search in Google Scholar
Kudrna, T., Hubáčková, L., Beneš, P. & Pumpr, V. (2013). Tajemství přírody: Objevné cesty vlastního poznávání. Řízení školy, 5, 27–28. Search in Google Scholar
Laugksch, R. (2000). Scientific literacy: conceptual overview. Science education, 84, 71–79. Search in Google Scholar
Lightbody, P., Siann, G., Stocks, R. & Walsh, D. (1996). Motivation and attribution at secondary school: the role of gender. Educational Studies, 22, 13–25. Search in Google Scholar
Miller, J. D. (1983). Scientific literacy: A conceptual and empirical review. Daedalus, 112(2), 29–48. Search in Google Scholar
Neumann, S. B. & Dickson, D. K. (Eds.). (2011). Handbook of Early Literacy Research (3). New York: The Guilford Press. Search in Google Scholar
OECD (2008). Encouraging Student Interest in Science and Technology Studies. Paříž: OECD. Search in Google Scholar
OECD (2013). Education at a Glance 2013: OECD Indicators. Paříž: OECD. Search in Google Scholar
Osborne, R. & Wittrock, M. (2003). Learning Science: A generative process. Science Education, 77, 393–406. Search in Google Scholar
Osborne, J. F. & Collins, S. (2000). Pupils’ and parents’ views of the school science curriculum. London: King’s College London. Search in Google Scholar
Patrick, H., Mantzicopoulos, P. & Samarapungavan, A. (2009). Motivation for Learning Science in Kindergarten: Is There a Gender Gap and Does Integrated Inquiry and Literacy Instruction Make a Difference. Journal of Research in Science Teaching, 46(2), 166–191. Search in Google Scholar
Roberts, D. A. (2007). Scientific Literacy/Science Literacy. In Abell, S. K. & N. G. Lederman (Eds.), Handbook of Research on Science Education (729–780). Mahwah, NJ: Lawrence Erlbaum Associates. Search in Google Scholar
Roskos, K. & Christie, J. (2007). The Play-Literacy Nexus and the Importance of Evidence-Based Techniques in the Classroom. American Journal of Play, 4(2), 204–224. Search in Google Scholar
Ruffman, T., Perner, J., Olson, D. R. & Doherty, M. (1993). Reflecting on Scientific thinking: Chlidren’ sunderstanding of the hypothesis-evidence relation. Child Development, 64, 1 617–1 636. Search in Google Scholar
Simpson, R. D. & Troost, K. M. (1982). Influences of commitment to and learning of science among adolescent students. Science Education, 69, 19–24. Search in Google Scholar
Sodian, B., Zatchik, D. & Carey, S. (1991). Young children’s differentiation of hypothetical beliefs from evidence. Child Development, 62, 753–766. Search in Google Scholar
Weizman, Z. O. & Snow, C. E. (2001). Lexical input as related to children’s vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37, 265–279. Search in Google Scholar
Wolpert, L. (1993). The Annual Nature of Science, London: Farber and Farber. Search in Google Scholar

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[1] Arons, A. B. (1983). Achieving wider scientific literacy. Daedalus, 112(2), 91–122. Search in Google Scholar

[2] Bennett, J. (2001). The development and use of an instrument to assess students’ attitude to the study of chemistry. International Journal of Science Education, 23, 833–845. Search in Google Scholar

[3] Bruce, B. C., Bruce, S. P., Conrad, R. L. & Huang, H. J. (1997). University Science Students as Curriculum Planners, Teachers, and Role Models in Elemetary School Classroom. Journal of Research in Science Teaching, 34(1), 69–88. Search in Google Scholar

[4] Burghardt, G. & Gordon, M. (2011). Defining and Recognizing Play. In Pellegrini, A. D. (Ed.) The Oxford Handbook of the Development of Play. (9–18) Oxford: Oxford University Press. Search in Google Scholar

[5] Dillon, J. (2009). On Scientific Literacy and Curriculum Reform. International Journal of Environmental Science Education, 4(3), 201–213. Search in Google Scholar

[6] Doulík, P., Škoda, J. & Hajerová-Mullerova, L. (2005). Shrnutí hlavních výsledků studie dětských pojetí. In Doulík, P. (Ed.) Geneze dětských pojetí vybraných fenoménů. Acta Universitatis Purkynianae 107. Studia paedagogica. Ústí nad Labem: UJEP. Search in Google Scholar

[7] Driver, R. & Bell, B. (1986) Students’ thinking about the and the learning of science. School Science Review, 67, 443–456. Search in Google Scholar

[8] European Commision (EC) (2007). Science Education NOW: A Renewd Pedagogy for the Future Europe. Belgie: European Communities. Search in Google Scholar

[9] Eshach, H. & Fried, M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14, 315–336. Search in Google Scholar

[10] Eshach, H. (2006). Science Literacy in Primary Schools and Pre-schools. Springer. Search in Google Scholar

[11] Faltýn, J., Němčíková, K. & Zelendová, E. (Eds.). (2011). Gramotnosti ve vzdělávání: příručka pro učitele. Praha: VÚP v Praze. Search in Google Scholar

[12] Galili, I. & Hazan, A. (2000). Learners’ knowledge in optics: Interpratation, structure and analysis. Internationa Journal of Science Education, 22, 57–88. Search in Google Scholar

[13] Gogolin, L. & Swartz, F. (1992). A quantitative and qualitative inquiry into the attitudes toward science of nonscience college majors. Journal of Research in Science Teaching, 29, 487–504. Search in Google Scholar

[14] Hubáčková, L., Janoušková, S. & Maršák, J. (2013). Přírodovědná gramotnost v předškolním vzdělávání. Dostupné z http://www.lach-ner.com/Files/file/Preprim p%C5%99%C3%ADr gr final.pdf. Search in Google Scholar

[15] Hubáčková, L., Janoušková, S. & Pumpr, V. (2013). Tajemství přírody: Objevné cesty vlastního poznávání. Řízení školy: speciál pro MŠ, 3, 8–10. Search in Google Scholar

[16] Christie, J. & Roskos, K. (2006). Standards, Science, and the Role of Play in Early Literacy Education. In Singer, D. (Ed.) Play=Learning: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth, Oxford: Oxford University Press. Search in Google Scholar

[17] Janoušková, S., Maršák, J. & Pumpr, V. (2012). Přírodovědná gramotnost v primárním vzdělávání. Dostupné z http://www.lachner.com/Files/file/P%C5%99%C3%ADrod gramot prim%C3%A1rn%C3%AD final.pdf. Search in Google Scholar

[18] Jovanovic, J. & King, S. S. (1998). Boys and girls in the performance-based science classroom: who’s doing the performing? American Educational Research Journal, 35, 477–496. Search in Google Scholar

[19] Kjærnsli, M. & Lie, S. (2011). Students’ Preference for Science Careers: International comparisons based on PISA 2006. International Journal of Science Education, 33(1), 121–144. Search in Google Scholar

[20] Kudrna, T., Hubáčková, L., Beneš, P. & Pumpr, V. (2013). Tajemství přírody: Objevné cesty vlastního poznávání. Řízení školy, 5, 27–28. Search in Google Scholar

[21] Laugksch, R. (2000). Scientific literacy: conceptual overview. Science education, 84, 71–79. Search in Google Scholar

[22] Lightbody, P., Siann, G., Stocks, R. & Walsh, D. (1996). Motivation and attribution at secondary school: the role of gender. Educational Studies, 22, 13–25. Search in Google Scholar

[23] Miller, J. D. (1983). Scientific literacy: A conceptual and empirical review. Daedalus, 112(2), 29–48. Search in Google Scholar

[24] Neumann, S. B. & Dickson, D. K. (Eds.). (2011). Handbook of Early Literacy Research (3). New York: The Guilford Press. Search in Google Scholar

[25] OECD (2008). Encouraging Student Interest in Science and Technology Studies. Paříž: OECD. Search in Google Scholar

[26] OECD (2013). Education at a Glance 2013: OECD Indicators. Paříž: OECD. Search in Google Scholar

[27] Osborne, R. & Wittrock, M. (2003). Learning Science: A generative process. Science Education, 77, 393–406. Search in Google Scholar

[28] Osborne, J. F. & Collins, S. (2000). Pupils’ and parents’ views of the school science curriculum. London: King’s College London. Search in Google Scholar

[29] Patrick, H., Mantzicopoulos, P. & Samarapungavan, A. (2009). Motivation for Learning Science in Kindergarten: Is There a Gender Gap and Does Integrated Inquiry and Literacy Instruction Make a Difference. Journal of Research in Science Teaching, 46(2), 166–191. Search in Google Scholar

[30] Roberts, D. A. (2007). Scientific Literacy/Science Literacy. In Abell, S. K. & N. G. Lederman (Eds.), Handbook of Research on Science Education (729–780). Mahwah, NJ: Lawrence Erlbaum Associates. Search in Google Scholar

[31] Roskos, K. & Christie, J. (2007). The Play-Literacy Nexus and the Importance of Evidence-Based Techniques in the Classroom. American Journal of Play, 4(2), 204–224. Search in Google Scholar

[32] Ruffman, T., Perner, J., Olson, D. R. & Doherty, M. (1993). Reflecting on Scientific thinking: Chlidren’ sunderstanding of the hypothesis-evidence relation. Child Development, 64, 1 617–1 636. Search in Google Scholar

[33] Simpson, R. D. & Troost, K. M. (1982). Influences of commitment to and learning of science among adolescent students. Science Education, 69, 19–24. Search in Google Scholar

[34] Sodian, B., Zatchik, D. & Carey, S. (1991). Young children’s differentiation of hypothetical beliefs from evidence. Child Development, 62, 753–766. Search in Google Scholar

[35] Weizman, Z. O. & Snow, C. E. (2001). Lexical input as related to children’s vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37, 265–279. Search in Google Scholar

[36] Wolpert, L. (1993). The Annual Nature of Science, London: Farber and Farber. Search in Google Scholar

Scientia in educatione

Science Literacy in the Pre-primary and Early Stages of Primary Education as a Tool for Increasing an Interest in Science and Technical Studies

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