Alaba, Jessel Nina B. Feb.

06,2020

BSEd Science II-A

1. Scientific literacy refers to the knowledge and understanding of scientific concepts and processes.
One of its constituents includes the ability to describe, explain, and predict natural phenomena. It
entails being able to read with understanding with any information about science and being able to
identify its validity. One should be able to evaluate the quality of scientific information on the basis
of its source and the methods used to generate it. Scientific literacy implies that a person can
identify scientific issues and be able to express her/his stand with scientific evidence to support.
Finally, scientific literacy also implies the capacity to pose and evaluate arguments based on
evidence and to apply conclusions from such arguments appropriately.

This was further supported by a 1963 article published in the journal Science by George Simpson,
that scientific literacy constitutes, first by asking questions about the natural universe, that is, being
curious about the objects and events in nature. Second when trying to answer one's own questions,
that is, proposing possible explanations. Third is designing experiments to determine the validity
of the explanations offered. Fourth collecting evidence from observations of nature, mathematical
calculations, and, whenever possible, experiments that could be carried out to establish the validity
of the original explanations. And lastly, in communicating evidence to others, who must agree with
the interpretation of evidence in order for the explanation to become accepted by the broader
community (of scientists).

2. If it is able to produce scientifically literate individuals, then a science education program is

considered effective. Its effectiveness would be evident when: one, a set of clear goals and
expectations for students is used to guide the design, implementation, and assessment of all
elements of the science program. Two, curriculum frameworks are used to guide the selection and
development of units and courses of study. Three, teaching practices is consistent with the goals
and curriculum frameworks. Four, assessment policies and practices should be aligned with the
goals, student expectations, and curriculum frameworks. Five, support systems and formal and
informal expectations of teachers must be aligned with the goals, student expectations and
curriculum frameworks. And lastly six, responsibility needs to be clearly defined for determining,
supporting, maintaining, and upgrading all elements of the science program. Thus, what really
makes a science education program effective is when it is topping these standards and in the end
be able to successfully mold students into fine science literate individual.
3. For the OECD and PISA, three domains of scientific literacy exist. First is the scientific knowledge
or concepts, these are the ideas of a person, knowledge or models explaining some natural
phenomenon that are based on the methods and procedures of science rather than on subjective
belief or unsupported speculation. Second domain is the scientific processes, which refers to the
mental actions done to gain scientific knowledge and understanding. These processes include,
observing, communicating, classifying, inferring, measuring and predicting. Third and last domain
is the situations or context, in which the knowledge and processes are assessed in a form of science-
based issues.

4. Concepts and situations are used in science education for assessment of scientific literacy. They
link current experiences to what a person already knows, constructing in depth scientific
knowledge. It also seeks to assess the students with their knowledge, and the ability to apply the
skills and knowledge they have acquired. And both greatly contributes to performance in dealing
with real-world problems.

5. Filipino students need to improve on 3 aspects. First is in terms of proficiency to scientific ideas
and concepts. Second is competencies, which includes that students must be able to explain
phenomena scientifically requiring them to recall appropriate scientific knowledge, evaluate and
design scientific inquiry which requires students to identify a simple flaw in an experimental
design, and interpret data and evidence scientifically that requires to identify whether the
conclusion drawn from a table of results, a graph or another form of data is justified. Finally,
Filipino students must work on the third and most important aspect, the skills, implying that one
must be able to read and comprehend simple sentences; use numeracy and basic computation;
understand the basic components of tables and graphs; apply the basic procedures of scientific
enquiry; and interpret simple data sets. These aspect gives emphasis on application which Filipino
students lack.