Thailand Definition of Literacy and scientific literacy

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Thailand Definition of Literacy and scientific literacy

  1. 1. Thailand Definition of Literacyand scientific literacyChokchai Yuenyong, Nuchwana Luanganggoon,Pattamaporn Pimthong, Pilunthana SupadolKhon Kaen University, Thailand
  2. 2. Literacy Language Literacy  Thai Literacy  English Literacy Scientific Literacy
  3. 3. Language Literacy Learners will also be able to acquire knowledge for continuous lifelong self-development. We can define language as a system of arbitrary signs agreed to by a community of users, transmitted and received for a specific purpose, in relation to the shared world of the users. Written language is one code of language. Hence, whatever is discussed about language in general has implications for understanding reading and writing.
  4. 4. Scientific Literacy Literacy is not only the ability to read, write, and communicate own thinking, but ability to formulate questions, describe, and explain about natural phenomena. The literacy which emphasizes on the questions from curiosity about everyday experiences and tries to find the ways to answer those questions is scientific literacy.
  5. 5. Scientific Literacy According to Osborne (2000) and Hodson (2003), scientific literacy can be perceived in four different ways including: (1) cultural: developing the capacity to read about and understand issues relating to science and technology in the media; (2) utilitarian: having the knowledge, skills and attitudes that are essential for a career as scientist, engineer or technician; (3) democratic: broadening knowledge and understanding of science to include the interface between science, technology and society; and (4) economic: formulating knowledge and skills that are essential to the economic growth and effective competition within the global market place.
  6. 6. Scientific Literacy A common view of scientific literacy in Thailand, is that of a person: (1) who holds understanding of scientific knowledge and the relationship between science, technology, society, and environment; (2) engages in thinking process and reasoning to investigate knowledge; (3) possesses scientific habits of mind for living (Yuenyong and Narjaikaew, 2009).
  7. 7. Grade 1 Students’ Thai Literacy This study aimed to clarify students’ ability to communicate and learning for applying in everyday life.
  8. 8. Methods Interviewing about their learning
  9. 9. Observation, artifacts, context
  10. 10. Methods Observation, artifacts, context to interpreted students’ abilities: Ability of reading, writing, listening, watching, and talking, Thai grammar and, Thai literture
  11. 11. Grade 6 students’ thinking and decisionmaking about food and nutrient This study aimed to interpret Grade 6 students’ thinking and decision making in Learning about food and nutrient through STS approach
  12. 12. STS Food and Nutrients Unit Identification of social issues stage - Science Technology and Society (STS) approach bring the STS issues to learning about food and nutrients
  13. 13. STS Food and Nutrients Unit Identification of potential solutions stage - Science Technology and Society (STS) approach bring the STS issues to learning about food and nutrients
  14. 14. STS Food and Nutrients Unit Need for knowledge - STS issues suggest them to inquiry about food and nutrients
  15. 15. STS Food and Nutrients Unit Need for knowledge - STS issues suggest them to inquiry about food and nutrients
  16. 16. STS Food and Nutrients Unit Decision making stage -STS issues allowed students to make decision for designing possible solutions for STS food and nutrients issues Socialization stage – validate their reasons and designing in society.
  17. 17. Students’ thinking and decisionmaking about food and nutrientswere interpreted from students’ questioning, dialogue, tasks, reasoning and designing

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