Difficulties to Master Scientific Literacy Competencies Among Secondary School Students
Lavaniya Chelvan1, Johari Surif2, Nor Hasniza Ibrahim3
1Lavaniya Chelvan, Fairview International School, Bandar Dato Onn, Johor.
2Johari Surif, School of Education, Faculty of Science Social and Humanities, Universiti Teknologi. Malaysia.
3Nor Hasniza Ibrahim, School of Education, Faculty of Science Social and Humanities, Universiti Teknologi. Malaysia, Johor Bahru, Johor.
Manuscript received on 06 May 2019 | Revised Manuscript received on 18 May 2019 | Manuscript Published on 23 May 2019 | PP: 781-784 | Volume-7 Issue-6S5 April 2019 | Retrieval Number: F11360476S519/2019©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Scientific literacy is one of the 21st-century skills that are important to develop students to face the challenges in this era of globalization. Therefore, this study aimed to investigate and identify the difficulties encountered by students to master scientific literacy competencies. The scientific literacy competencies are to explain phenomena scientifically, evaluate and design scientific inquiry and to interpret data and evidence scientifically. Sceintific Literacy Assessment and Thinking Aloud Protocol were used in this study. A total of 40 form four science stream secondary school students were selected using random sampling method following with six respondents selected to be interviewed. The instrument used include the scientific literacy assessment together with semi-structured interview questions. Answers of Scientific Literacy Assessment were analysed by using descriptive statistic involves frequency and percentage. Where else, interview transcripts from Thinking Aloud Protocol were analysed by using content analysis. The findings showed students find difficulties in explaining the phenomena scientifically the most. Findings of this study could help teachers and students to improvise the teaching and learning of chemistry to be more effective.
Keywords: Scientific Literacy, 21st-Century Skills, Explaining the Phenomena Scientifically, Evaluate and Design Scientific Inquiry, Interpret Data and Evidence Scientifically Secondary School.
Scope of the Article: Financial and Scientific Applications of All Kind