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Author: search.filters.author.Choudhary, Sanjiv KumarSubject: search.filters.subject.Science education

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    Environmental socio-scientific issues as contexts in developing scientific literacy in science education: a systematic literature review
    (Elsevier, 2024) Choudhary, Sanjiv Kumar
    This study aims to comprehend the use of Environmental Socio-scientific issues (ESSI) contexts in science education. This qualitative study has used systematic literature review techniques to answer the research questions. The review comprised 61 studies. The research questions focused on the type of methodology used, nature of studies and participants, skills developed through ESSIs, issues taught as ESSI, geographical spread and implication mentioned for student learning, teacher preparation, and suggestions for curriculum. Findings claim that qualitative methods are mainly used; argumentation and decision-making are the most targeted skills. Climate change, followed by nuclear power, is the most reported ESSI. Further, the United States of America and Turkey are the two leading countries where most of the research in this field has occurred, while South Asian countries and the African continent lag. The influence of cultural values in understanding such issues by students, teaching the integration of local socioscientific issues (SSIs) in lesson plans to pre-service and in-service teachers, and evaluation of science textbook curriculum on the frameworks of scientific literacy are some of the unexplored aspects in the domain.
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    Reimagining scientific literacy: a framework for future-focused science education
    (2024) Choudhary, Sanjiv Kumar
    Scientifi c literacy is a crucial goal of science education that must adapt to the needs of the time.Different scientifi c literacy frameworks (such as the PISA 2018 scientifi c literacy framework; Cansiz &Cansiz, ave been used for evaluating textbooks to evaluate the content. However, in recent years,a signifi cant body of literature about contemporary challenges, such as ‘environmental issues,misinformation, science denial, responsible and transformative actions,’ has emerged, necessitating anupdate to the current framework. This paper seeks to address this research gap by critically reviewingand synthesizing the recent literature on scientifi c literacy. This research paper proposes a reconstructedscientifi c literacy framework for evaluating textbooks that align with science education's evolving needsand challenges by analyzing and incorporating the latest insights, also considering the latest PISA 2025framework. After careful analysis, considering the Cansiz & Cansiz ( 2019 ) framework as the base,descriptors of the aspect ‘Interaction of STSE’ have been reconceptualized, the aspect ‘Affective side ofscience’ has been reconceptualized as ‘Affective engagement with science,’ and the addition of a newaspect, ‘Environmental awareness and responsibility’ dedicated explicitly to environmental challengesand suitable actions, is suggested. The reconstructed framework will serve as a valuable resource foreducators, policymakers, and researchers to enhance the teaching and assessment of scientifi c literacyin educational settings. The fi ndings of this research have the potential to contribute to the ongoingdiscourse on scientifi c literacy and provide valuable guidance for future curriculum development andeducational practices.