@article {794, title = {RECONCEPTUALIZING AND FIELD TESTING THE SCIENTIFIC LITERACY FRAMEWORK BY EXPLORING THE ASPECT OF SCIENTIFIC LITERACY IN TURKISH SCIENCE CURRICULUM}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {October/2019}, pages = {Continuous}, type = {Original article}, chapter = {681-691}, abstract = {The aim of this research was twofold. The first aim was to revise the existing scientific literacy framework developed by Boujaoude in accordance with the current literature about scientific literacy. The second aim was to explore how the aspects of scientific literacy were reflected in the Turkish science curriculum using the revised framework. The impact of science and technology on environment resulted in the need for both scientifically and environmentally literate individuals and therefore, any framework examining scientific literacy should include the interaction between science, technology, society, and environment as an aspect. Moreover, a new aspect was suggested for the framework, the affective side of science, considering the affective outcomes of science education. Finally, the science curriculum from grades 3 to 8 was analyzed using the revised framework. Results showed that the revisions on the framework resulted in a more rigorous framework which evaluates scientific literacy more precisely. Moreover, the results about the analysis of science curriculum indicated that the knowledge of science and the investigative nature of science were reflected in the objectives of the curriculum more than other aspects. The results and implications were discussed. }, keywords = {affective domain, document analysis, Science Curriculum, science education, scientific literacy framework}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.681}, url = {http://oaji.net/articles/2019/987-1571126948.pdf}, author = {Mustafa Cansiz and Nurcan Cansiz} } @article {658, title = {AN ANALYSIS OF PLANT BLINDNESS IN TURKISH TEXTBOOKS USED AT THE BASIC EDUCATION LEVEL}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {April/2018}, pages = {Continuous}, type = {Original article}, chapter = {277-287}, abstract = {The importance of plants is not as clearly understood as that of animals. This lack of attention is called {\textquotedblleft}plant blindness{\textquotedblright} and is considered one of the most important problems in biology education. Textbooks do not put much emphasis on plants and, therefore, they may contribute to plant blindness. In this research, ten textbooks used for teaching at the basic education level in Turkey were analyzed for plant blindness using the document analysis method. The words and photographs associated with plants and animals were analyzed. The data analysis did not find any evidence that could lead to a conclusion of plant blindness based on the text and photos of these textbooks. However, if the number of plant and animal species covered is increased, and more words and photos are used to introduce these species, children will become more familiar with plants and animals. Besides textbooks, other educational tools can be analyzed in terms of plant blindness to expand on the related literature. }, keywords = {document analysis, photograph in textbook, plant blindness, written text}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.277}, url = {http://oaji.net/articles/2017/987-1523527409.pdf}, author = {Berat Ahi and Volkan Atasoy and Sibel Balci} }