A Review of Developmental Pathways for "Scientific Literacy" in Thai Education
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Abstract
The term “Scientific Literacy” is one of the terms that is used to represent the desires of a quality citizen. Originally, this word was often used with a broad meaning. After the exponential developments of science and technology, in-depth knowledge is essential to solving complex problems. These make an inclusion of the term with the goals of science education at the school
level. There are various definitions of the term. Sometimes, the definition depends on the social
context of the person who defines it. PISA defined the term as “The ability to engage with science-related issues, and with the ideas of science, as a reflective citizen". This definition is defined as a 15-year-old student's science framework. At present, the awareness of teachers and learning facilitators has led to research studies on the development and promotion of scientific literacy in Thailand. Topics (of those research) can be divided into 3 issues: developing scientific literacy of Science teachers, development of approaches for learning activities in Science subjects and development of students' scientific literacy However, from PISA’s data, it was found that
Thai students still had science literacy lower than the average of the PISA member countries. Therefore, all stakeholders must find the meaning of science literacy in line with the context of Thai society and develop research for the learning activities that promote scientific literacy and the assessment for science literacy in accordance with the real situation in Thailand context.
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