@article {910,
	title = {DEVELOPING A TEACHER EDUCATION PROGRAMME TO PROMOTE SCIENTIFIC LITERACY IMPROVING A POSITIVE ATTITUDE ABOUT SCIENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {134-155},
	abstract = {Usually elementary teacher education has pitfalls in developing important dimensions of scientific literacy (SL) through science teaching. So, to refine some Teacher Education Program (TEP) characteristics is important to potentiate their positive attitudes towards links amongst science technology and society themes (STS) so that they may improve their students{\textquoteright} SL. This study aims at identifying characteristics of a TEP that promote teachers{\textquoteright} key attitudes about STS and develop dimensions of teaching practice transferral to teachers{\textquoteright} practices to foster their students{\textquoteright} SL. It reports a longitudinal case study (3 years) to refine characteristics of a TEP, answering the questions: a) what features should a TEP have, to improve consistently positive attitudes of teachers about STS?, (b) which gains in teachers{\textquoteright} attitudes towards the STS were obtained from the implementation of TEP? The TEP incorporated, progressively, findings based on literature and other characteristics resulting from improvements, namely: (a) exploring contexts and using materials and equipment from daily routine; (b) developing epistemic practices related with experimental work in open challenge activities; (c) transferable teacher mediation traits. The TEP, with the referred characteristics, allowed teacher to develop important attitudes about: scientific inquiry, willingness to engage in issues related to science and science as a social enterprise.},
	keywords = {scientific literacy, teacher education, teachers STS attitudes},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.134},
	url = {http://oaji.net/articles/2015/457-1421876900.pdf},
	author = {J. Alexandre Pinto and J. Bernardino  Lopes and Ant{\'o}nio  Alberto Silva and Carla A.  Santos}
}
@article {890,
	title = {RESEARCHING PRACTICE AND COLLABORATION AS A MEANS TO PROMOTE INQUIRY IN SCIENCE TEACHING},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {5-6},
	abstract = {We live in a very complex and ever changing society, which requires from its citizens a continuous involvement in decision-making and continuous learning. The issues that were exclusive experts{\textquoteright} responsibility today are brought to public, thus requiring the society active participation. Hence it is crucial that each citizen is informed, in order to be critical and adopt an intervening and sustained stance. Therefore, improving scientific literacy is a current concern of our times, considering the overall contradictory scenario. On the whole, it is recognized that fully participating in today{\textquoteright}s society requires an understanding of science and scientific activity. Nevertheless, several studies show that scientific literacy levels, within the general population and among students, are not as high as would be expectable. So, to improve students{\textquoteright} scientific literacy levels is the main goal of science education research. But what learning situations can be created to improve students{\textquoteright} scientific literacy? Recently, a number of studies pointed out inquiry as one possible learning situation. But then the main question is: why inquiry? Inquiry emphasizes the development of scientific and procedural knowledge, as well as other relevant competencies (e. g. reasoning, communication and attitudes) and puts students in the centre of their learning. It engages students in different situations, namely in identifying problems, formulating hypotheses, researching in books and other sources of information, planning investigations, collecting and interpreting data, reviewing what they know about the experience, connecting explanations to scientific knowledge, reporting results, arguing with basis on evidences, and communicating (NRC, 2000) {\textendash} all crucial competencies to foster scientific literacy. },
	keywords = {changing society, science teaching, scientific activity, scientific literacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.05},
	url = {http://oaji.net/articles/2014/457-1420361699.pdf},
	author = {Monica Baptista}
}
@article {867,
	title = {WIKIS AND POWERPOINT AS COGNITIVE DEVELOPMENT TOOLS IN SCIENTIFIC LITERACY: A PROPOSED HEURISTIC},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {25-47},
	abstract = {The overall performances in the Trends in International Mathematics and Science Study (TIMMS) and Progress in International Reading Literacy Study (PIRLS) of South African learners have been dismal to say the least and the Annual National Assessment test results of grade 3, 6 and 9 learners related to general literacy and mathematics have left a lot to be desired. Clearly this suggests that something has to be done to address this. At the same time, South African education is still suffering as a result of the legacy of apartheid and the great majority of schools are lacking basic resources such as libraries, infrastructure and Information and Communication Technology (ICT) resources, including internet connectivity. General learner literacy and ICT literacy development and usage for learning are high on the government{\textquoteright}s agenda, as is scientific literacy. However, there seems to be a dearth of {\textquoteleft}how to{\textquoteright} implement ICT related activities to develop reading, talking, listening and writing within a science classroom learning context with special reference to promoting scientific literacy in its fundamental sense. The theoretical and practical outline that follows attempts to assist filling the void related to the above by introducing an ICT based scientific literacy heuristic that is infused by the ICT based {\textquoteleft}Extended Cyberhunt Approach{\textquoteright} of Du Plessis (2010) and Du Plessis and Webb (2011, 2012, in press) and the off-line Scientific Literacy model of Webb and Villanueva (2008); Webb and Mayaba (2010) and Webb (2010). The focus of the heuristic is to develop scientific reading, talking, listening and writing, as well as to establish a different classroom learning space and experience. In addition, it adds emphasis on on-going feedback from the teacher to the learners as well as focusing on reflection and journal writing to inform teacher planning and subsequent interactions in the science classroom. The additional potential of the heuristic is not only that it offers ICT literacy skills development and the development of skills within a curriculum related science context, but also that ICT skills can be developed even without internet connectivity through using Microsoft Word and/or PowerPoint for writing development and presentation or adding Web 2.0 tools such as a Wiki to complement Microsoft Word and/or PowerPoint if connectivity is available. Research suggests that various skills such as planning, searching and researching, presentation, assessment as well as various cognitive skills  can be developed when ICT is used as a cognitive tool in a {\textquoteleft}Learning-as-Design{\textquoteright} context, i.e. when learners (students) become the designers and composers of artefacts related to topics that are curriculum based. This paper also then forms the base for an intervention in two primary schools in the Eastern Cape Province in South Africa that has received ICT resources for the first time ever, including internet connectivity, in September 2013. Hence, the anticipated research within these two schools will explore whether this heuristic has the potential to assist with and improve scientific reading, talking, listening and writing, as well as whether this approach improves motivation and interest related to science learning and ICT literacy development, including the potential to develop planning, searching and researching, presentation, assessment as well as various associated cognitive skills.},
	keywords = {cognitive tools, heuristic, ICT, Internet, PowerPoint, scientific literacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.25},
	url = {http://oaji.net/articles/2014/457-1420056578.pdf},
	author = {Andr{\'e} du Plessis}
}
@article {484,
	title = {THE CONSTRUCTION OF GEOGRAPHIC KNOWLEDGE IN SCHOOL: A BRIEF REFLECTION ON THE ROLE OF THE TEACHER},
	journal = {Problems of Education in the 21st Century},
	volume = {27},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {82-93},
	abstract = {For some years there have been theoretical debates concerning the role of school Geography. In Brazil, these questions came to prominence during the decade of the 80{\textquoteright}s in the last century. In Europe, whilst the discussions had started previously, given that the development of Geography as a science started in Germany in the 19th. century, questioning on the role of Geography in schools, its methods and specificities etc. in certain ways served to amplify our references and to question which Geography we want and which we are promoting.
 We consider that it is essential to encourage reflection as to what the purposes of an education in Geography are and the role of the teacher in this process so as to think not only about the direction we are giving to this process, but to verify if we are contributing to students being able to construct general and specific scientific reasoning in this area.
 The purpose of this article is to present that which, in terms of sciences in general, has been proposed, so that students can construct specific science concepts and to which geographic education can contribute, so that students and teachers can have a significant understanding of the concepts involved in this science.},
	keywords = {geographic literacy, scientific literacy, teacher training},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2593986},
	author = {Jerusa  Vilhena de Moraes}
}
@article {620,
	title = {SOME ASPECTS OF NATURAL SCIENCE LITERACY AND COMPETENCE OF PRIMARY SCHOOL TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Editorial},
	chapter = {5-9},
	abstract = {Natural science competence of primary school teachers is one of the constituent parts of general professional competence. It is obvious that the students, would-be teachers (future teachers) of primary school, should receive considerably high education in the field of natural science education in the process of studies. Working primary school teachers should also develop their professional competence.
 One of the most significant types of competence is supposed to be the one of primary natural science. The other types of competence (pedagogic, professional, objective, social, methodic, business, etc.) seem to be also consequential. However, the process of studies, as a rule, devotes much attention to the pedagogic-psychologic issues. The primary school teachers teach all subjects, and therefore their training is complex, specific and requires a carefully considered strategy. Primary school teacher training experience in Lithuania allows to state that natural science competence is minimum developed as it is not given enough attention. Similar problems can be noticed in other countries.
A holistic concept (Holism is an attitude that requires to perceive a phenomenon as a particular single wholeness that is not equal to the total amount of its constituents; it is the evolution theory declaring that the unknowable wholeness of the world determines its creative evolution) of natural phenomena is supposed to be highly important to primary natural science competence of the teacher. Finally, it is important to stress that natural science teaching in primary school be powerful and purposeful. It is obligatory to avoid the marginalization of natural science education (teaching and learning) at the primary school level. Natural science education in primary schools, by contrast, must be consistent and efficient, because it is the basis for deeper study of the natural sciences in secondary and higher education.},
	keywords = {holistic concept, primary school, primary school teachers, scientific literacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.05},
	url = {https://oaji.net/articles/2014/457-1408434804.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {363,
	title = {SCIENTIFIC LITERACY: PROBLEMS OF SCIENCE EDUCATION IN BULGARIAN SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {113-118},
	abstract = {This article presents the results of a theoretical study, which purpose is to identify opportunities to update the learning process. Subject of study is the formation of scientific literacy among students in Bulgarian schools. 
Our study has two aspects: scientific literacy in the normative documents regulating the teaching of science in the Bulgarian school; approaches, methods and tools for the formation of scientific literacy. The analysis of normative documents is discussed in relation to scientific knowledge and scientific processes for the formation of scientific literacy among students in secondary schools in Bulgaria.
 Need for changes in science teacing is discussed in terms of: the choice of approaches, methods and tools for the formation of scientific literacy among students, the creation of appropriate tools, including questions and problems, case studies pertaining to specific situations and require event critical attitude towards the statements and opinions expressed and decisions on important life issues, creating the right environment in which students work together as active learners and that could lead to the development of student{\textquoteright}s knowledge necessary for life.},
	keywords = {biology education, chemistry education, scientific literacy},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917711.pdf},
	author = {Yordanka  Stefanova and Maria  Minevska and Svetla  Evtimova}
}
