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A compilation of expressions related to scientific literacy in the Turkish secondary school science programs (physics, chemistry, biology) (2007)
Source: MEB (Turkish Ministry of National Education) (2009). Biology, Chemistry and Physics Curricula, Retrieved 15 August, 2009, from http://ttkb.meb.gov.tr/ogretmen/
The following list is a compilation of objectives (which also include objectives related to process skills and attitudes) related to scientific literacy in the Turkish secondary school science programs (grades 9 through 11). These programs have been recently renewed (in 2007). One concern about this compilation is that these three programs have been prepared by different people who put different amount of emphasis on different aspects of scientific literacy. Therefore, this compilation provides average information in terms of how much scientific literacy is emphasized in each program but does not provide an exact picture for each program. Since this is a compilation, the list is not necessarily in pedagogical order.
According to these programs, physics, chemistry, biology, astronomy, and geology form the "physical sciences" and they use mathematics as a tool of thinking and language. Science is seen as a dynamic way of understanding which provides the most accurate explanations of the universe and life based on observations and experiments with a capability of changing these explanations based on developing observations and experiments. These programs state that students should be able to:
1. Understand and accepts the nature of science,
2. Comprehend the importance of observation and experimentation for understanding the universe,
3. Develop skills for conducting experiments and evaluates experimental data to reach generalizations,
4. State the results of observations, experiments and research orally and verbally,
5. Use theory and models to describe and predict physical events,
6. Express experiment results with tables and graphics, interprets tables and graphics,
7. Becomes aware of the importance of scientific approach and critical thinking to interpret the world,
8. Becomes sensitive toward environmental problems,
9. Define science and understand that science help us understand the events in the universe,
10. Understand that science has a structure that is based on evidence and it allows questioning and falsification,
11. Realize that increase in knowledge in science accelerates.
12. Realize that scientific knowledge is not always absolute truth, but valid under certain limits,
13. Explain the role of evidences, theories and/or paradigms on how scientific knowledge changes,
14. Realize that the knowledge change in science is usually incremental, however, sometimes change occurs as a paradigm shift,
15. Realize that when new evidence appears, current scientific knowledge is tested, limited, corrected or renewed,
16. Understand key scientific concepts (in physics, chemistry and biology),
17. Investigate the relationship between science and philosophy,
18. Define technology and realizes technological change,
19. Understand that technological design is a process and it consists of several phases (specifying design features, pre-design, collaboration, use models and simulations, trial production and product evaluation),
20. Realize that technology is not good or bad in itself, but decisions on the use of technological products and systems may result in wanted or unwanted consequences and gives examples for these situations,
21. Understand that no technological design is perfect in terms of usability, security, cost, esthetics and environmental effects. Features of materials used and natural laws limit technological products,
22. Realize that many men and women from different cultures contribute to science and technology,
23. Evaluate the role of continuous testing, reviewing, and criticizing in the development of science and technology,
24. Investigate the historical interaction between science and technology,
25. Explain, with examples, how a technological innovation contributes to development of knowledge in science,
26. Explains with examples how knowledge in science contributes to development of technology,
27. Understands the importance of relationship between science and technology in solving problems that we face in daily life,
28. Makes a technological design and explains the scientific knowledge used during the process,
29. Establish the link among different science fields in terms of scientific and technological applications,
30. Give examples of scientists who are well known around the world and give examples of their contributions to science,
31. Explain how individuals, society and environment influence science and technology,
32. Investigates the positive and negative influence of science and technology on individuals, society and environment (in social, cultural, economic, political, ethical and other areas),
33. Understands that it is possible to adopt measures against negative effects of technology through developments in science and technology and these effects could be reduced or eliminated,
34. Explain how to use technological products and systems to preserve natural resources, living beings and habitats and explain how to reduce hazardous waste stems from the use of products and systems,
35. Understand reasons and influence of local, national and global environmental problems,
36. Perceive that waste management is a social problem and become aware of the necessity of recycling or demolishing the damage that they would give to environment,
37. Join contemporary discussions about science and technology that may influence the future of individuals, society or environment,
38. Evaluate the economic, social and environmental costs of technological benefits,
39. Investigate the relationship between applications of science and ethical values,
40. Realize that there may be different opinions in the society about the adoption of ideas and applications in science,
41. Observe how society uses science and technology when making decisions about environmental problems,
42. Notice the importance and conditions of providing resources for the research projects in science and technology,
43. Make connections between science subjects and jobs that are based on science and technology,
44. Offer solutions by using science and technology for the social problems that are related to providing better life with individual, social and environmental needs in mind,
45. Give examples to the cases when today's knowledge in science and technology is insufficient for solving problems related to individuals, society and environment,
46. Explain the importance of sharing scientific and technological results through appropriate communication contexts (conferences, meetings, seminars, internet, television, radio, etc.),
47. Explain how an important milestone in science and technology changes the scientific community and society in general,
48. Realize that societies are in competition on science and technology developments,
49. Discuss possible solutions for local, national and global environmental problems,
50. Comprehend and discuss conservation methods for environment, wild life and natural resources,
51. Understand the responsibilities of individuals and societies for conservation of environment, wild life and natural resources,
52. Give examples for how men and society affect environment,
53. Become aware that one of the driving force for development in science and technology is the individual, societal and environmental needs,
54. Understand the necessity that when developing and using technology, individuals need to be responsible for themselves, society and environment,
55. Understand duties of national and international quality check/control agencies and their symbols which are used on products,
56. Evaluate benefits, quality and cost-price of assets that are used in daily life.
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