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Table with Conceptual Structure for WP8

Here's the table with a conceptual structure for WP8 which Jens explained in Trondheim.

Objectives: To integrate scientific literacy into teacher education in order to provide teachers with specific competencies required to teach for sc.lit. in all its aspects.

	Policy level	Action level (teaching)	Teacher professional development level
Gathering	The role of sc.lit. in national curriculum documents and educational politics	Examples of good practice	The role og sc.lit. in teacher training in different countries. Different contexts for teacher training.
Production	Recommendations for the role and importance of sc.lit. in teaching and in teacher training	Maps of sc.lit. in different countries Video clips of teaching sequences in different subjects and cross disciplinary. Design of teacher training courses.	Designing teacher training modules using the video clips
Distribution	Policy papers Shareholder conferences		Implementing pilot teacher training courses

WP8 Deliverables

WP8: Scientific literacies, motivation and learning
Task	Travels / events (dates, if applicable)	Partner	Person months	Start date	End date
WP leader		UCPH	18	01-05-2009	30-04-2012
8.1 Overview report on scientific literacy policy. (12)		UCPH	4	01-07-2009	30-04-2010
8a Training package on competence development through scientific literacy. (Product 8.2) (18)		UCPH	6	03-05-2010	31-10-2010
8b Training package for science teachers on maximising student interest in biology. (Product 8.3) (18)		IIT	3	01/05/2009 working part time on this project	31-10-2010
8c Training package for science teachers on the use of drama in scientific literacy. (Product 8.4) (18)		IIT (NTNU)	3	01/05/2009 working part time on this project	31-10-2010

8d Training package on combining arts and science - the Water project (Product 8.5) (30)		NTNU	3	01-08-2011	31-10-2011
IIT	2	01-09-2011	31-10-2011
8e Training package for new science teachers on media and the nature of science. (Product 8.6) (24)		HUT	6	01-11-2010	30-04-2011
8f Report on dimensions of scientific literacy. (Product 8.7) (24)		CNRS	6	01-11-2010	30-04-2011
Sum PM WP8			51

----

Country Definitions of Scientific Literacy

Denmark

Danish Scientific Literacy

Purpose
Students should, through the teaching of the basic course realize the importance of knowing and understanding scientific thinking, and they must be able to relate to the strengths and limitations of scientific knowledge. Students should achieve knowledge of some key scientific issues and their social, ethical or historical perspectives, so they can express a knowledge-based view on issues and problems from a scientific perspective. Finally, students' curiosity towards and engagement in the scientific field should be supported and promoted.
Students should be able to:

- Carry out practical investigations and observations, both in the laboratory and in nature, including creating and assessing simple hypotheses.

- Use models that qualitatively and quantitatively describe simple relationships in nature and see the possibilities and limitations of such models.
- Communicate a scientific topic with a correct use of professional concepts.
- Put into perspective the contributions of scientific subjects to technological and societal development through examples.

Lessons must be organized so that:

- Students are stimulated to work actively with scientific issues, including taking part in dialogues using correct professional concepts.
- Students will work with various forms of written work which is designed with a clear progression in the requirements toward a final written product.
- In relation to written assignments and processing measured data, students should use Information Communications Technology (ICT) tools.

- Data processing should be included in the context of practical inquiry, and students should be presented with examples of computer modeling.

France

In the official text on the lower secondary school (college)- Assessement: A final exam called "Brevet des colleges" is organized at the end of this schooling. However it is not compulsory to pass this exam to enter the upper grade (Tenth grade at upper secondary school, "lycée"). After the ninth grade (3ème), students can choose between two orientations).
Title of the text: The common base (decret of the 11-07- 2006)
Under title : All what is absolutely necessary to master at the end of the obligatory school
Chapter 3: The essential elements in mathematics and the scientific and technologic literacy
Section A: The essential elements in mathematics
Section B: Scientific and technologic literacy (full translation of the text)
Experimental sciences and technologies object is to describe the real world: its natural aspect and its modifications by the humans and their activities. Their study contributes to student's understanding of the distinction between the facts, the verifiable hypothesis, and the belief or opinions. In order to reach these targets, observing, questioning, manipulating, experimenting must be trained already at the primary level of school in the same state of mind that the "main à la pâte" project

Wiki Markup

{table:class=sidespalter} {table-row} {table-row} {table-cell:class=sidespalterTd1} h2. Table with Conceptual Structure for WP8 Here's the table with a conceptual structure for WP8 which Jens explained in Trondheim. Objectives: To integrate scientific literacy into teacher education in order to provide teachers with specific competencies required to teach for sc.lit. in all its aspects. \\ | | *Policy level* | *Action level (teaching)* | *Teacher professional development level* | | *Gathering* | The role of sc.lit. in national curriculum documents and educational politics | Examples of good practice \\ | The role og sc.lit. in teacher training in different countries. \\ Different contexts for teacher training. | | *Production* | Recommendations for the role and importance of sc.lit. in teaching and in teacher training | Maps of sc.lit. in different countries \\ Video clips of teaching sequences in different subjects and cross disciplinary. \\ Design of teacher training courses. | Designing teacher training modules using the video clips | | *Distribution* | Policy papers \\ Shareholder conferences | | Implementing pilot teacher training courses | \\ ---- h2. WP8 Deliverables | | *WP8: Scientific literacies, motivation and learning* | | | *Task* | *Travels / events* \\ *(dates, if applicable)* | *Partner* | *Person months* | *Start date* | *End date* | | | *WP leader{*}* * | * * | *UCPH* | *18* | *01-05-2009* | *30-04-2012* | | | {color:#ff0000}{*}8.1 Overview report on scientific literacy policy.*{color}{color:#ff0000}* *{color} {color:#ff0000}*(12)*{color} | {color:#ff0000}* *{color} | {color:#ff0000}{*}UCPH{*}{color} | {color:#ff0000}{*}4{*}{color} | {color:#ff0000}{*}01-07-2009{*}{color} | {color:#ff0000}{*}30-04-2010{*}{color} | | | {color:#ff0000}{*}8a Training package on competence development{*}{color} \\ {color:#ff0000}{*}through scientific literacy. (Product 8.2) (18)*{color} | {color:#ff0000}* *{color} | {color:#ff0000}{*}UCPH{*}{color} | {color:#ff0000}{*}6{*}{color} | {color:#ff0000}{*}03-05-2010{*}{color} | {color:#ff0000}{*}31-10-2010{*}{color} | | | {color:#000000}{*}8b Training package for science teachers on maximising student interest in biology. (Product 8.3) (18)*{color} | {color:#000000}* *{color} | {color:#000000}{*}IIT{*}{color} | {color:#000000}{*}3{*}{color} | {color:#000000}{*}01/05/2009{*}{color}{color:#000000} {color}\\ {color:#000000}working part time on this project{color} | {color:#000000}{*}31-10-2010{*}{color} | | {color:#000000} {color} | {color:#000000}{*}8c Training package for science teachers on the use of drama in scientific literacy. (Product 8.4) (18)*{color} | {color:#000000}* *{color} | {color:#000000}{*}IIT (NTNU)*{color} | {color:#000000}{*}3{*}{color} | {color:#000000}{*}01/05/2009{*}{color}{color:#000000}* *{color}\\ {color:#000000}working part time on this project{color} | {color:#000000}{*}31-10-2010{*}{color} | | | | | {color:#ff0000}{*}8d Training package on combining arts and science - the Water project (Product 8.5) (30)*{color} | {color:#ff0000}* *{color} | {color:#ff0000}{*}NTNU{*}{color} | {color:#ff0000}{*}3{*}{color} | {color:#ff0000}{*}01-08-2011{*}{color} | {color:#ff0000}{*}31-10-2011{*}{color} | | | {color:#ff0000}{*}IIT{*}{color} | {color:#ff0000}{*}2{*}{color} | {color:#ff0000}{*}01-09-2011{*}{color} | {color:#ff0000}{*}31-10-2011{*}{color} | | | {color:#ff0000}{*}8e Training package for new science teachers on media and the nature of science. (Product 8.6) (24)*{color} | {color:#ff0000}* *{color} | {color:#ff0000}{*}HUT{*}{color} | {color:#ff0000}{*}6{*}{color} | {color:#ff0000}{*}01-11-2010{*}{color} | {color:#ff0000}{*}30-04-2011{*}{color} | | | {color:#ff0000}{*}8f Report on dimensions of scientific literacy. (Product 8.7) (24)*{color} | {color:#ff0000}* *{color} | {color:#ff0000}{*}CNRS{*}{color} | {color:#ff0000}{*}6{*}{color} | {color:#ff0000}{*}01-11-2010{*}{color} | {color:#ff0000}{*}30-04-2011{*}{color} | | | *Sum PM WP8* | * * | * * | *51* | * * | * * | \\ \---\- \\ h2. Country Definitions of Scientific Literacy h4. Denmark *Danish Scientific Literacy* * * Purpose Students should, through the teaching of the basic course realize the importance of knowing and understanding scientific thinking, and they must be able to relate to the strengths and limitations of scientific knowledge. Students should achieve knowledge of some key scientific issues and their social, ethical or historical perspectives, so they can express a knowledge-based view on issues and problems from a scientific perspective. Finally, students' curiosity towards and engagement in the scientific field should be supported and promoted. Students should be able to: \- Carry out practical investigations and observations, both in the laboratory and in nature, including creating and assessing simple hypotheses. \- Use models that qualitatively and quantitatively describe simple relationships in nature and see the possibilities and limitations of such models. \- Communicate a scientific topic with a correct use of professional concepts. \- Put into perspective the contributions of scientific subjects to technological and societal development through examples. Lessons must be organized so that: \- Students are stimulated to work actively with scientific issues, including taking part in dialogues using correct professional concepts. \- Students will work with various forms of written work which is designed with a clear progression in the requirements toward a final written product. \- In relation to written assignments and processing measured data, students should use Information Communications Technology (ICT) tools. \- Data processing should be included in the context of practical inquiry, and students should be presented with examples of computer modeling. h4. France In the official text on the lower secondary school (college)- Assessement: A final exam called "Brevet des colleges" is organized at the end of this schooling. However it is not compulsory to pass this exam to enter the upper grade (Tenth grade at upper secondary school, "lycée"). After the ninth grade (3ème), students can choose between two orientations). Title of the text: The common base (decret of the 11-07- 2006) Under title : All what is absolutely necessary to master at the end of the obligatory school Chapter 3: The essential elements in mathematics and the scientific and technologic literacy Section A: The essential elements in mathematics Section B: Scientific and technologic literacy (full translation of the text) Experimental sciences and technologies object is to describe the real world: its natural aspect and its modifications by the humans and their activities. Their study contributes to student's understanding of the distinction between the facts, the verifiable hypothesis, and the belief or opinions. In order to reach these targets, observing, questioning, manipulating, experimenting must be trained already at the primary level of school in the same state of mind that the "main à la pâte" project

(http://www.lamap.fr/)

which

give

the

taste

for

sciences

and

techniques

in

the

student's

early

age.

Complex

notions

(

DNA,

genes,

plate

tectonics)

which

are

heard

about

in

the

current

life

by

the

students

should

be

presented

with

adaptation.

The

presentation

of

the

concepts

elaboration

history

by

using

pluridisciplinary

resources

constitutes

an

efficient

mean

to

picture

this

complexity:

the

historical

perspective

contributes

to

give

an

insight

in

the

coherence

of

sciences

and

techniques

as

well

as

of

their

synergic

development.

The

students

must

understand

that

sciences

and

techniques

contribute

to

the

well-being

and

the

progress

of

the

society.

Knowledge:

At

the

end

of

the

obligatory

school

all

the

students

should

have

a

coherent

representation

of

the

world

based

on

knowledge.

Everybody

should

thus

:

Know

That

universe

is

structured:

•

At

the

microscopic

level

(

atoms,

molecules

living

cells)

•

At

the

macroscopic

level

(

planets,

stars,

galaxies)

Know

That

the

earth

planet

•

Is

part

of

the

solar

system

governs

by

the

gravity

•

Has

a

structure

and

internal

and

external

dynamics

phenomena

Know

That

matter

has

multiple

forms

•

Susceptible

to

react

and

be

transformed

•

Organized

from

the

elementary

to

the

complex

and

from

the

mineral

to

the

living

Know

What

are

the

characteristic

of

the

living

•

The

organized

units

(

cells),

and

the

biodiversity

•

The

reproduction

modes,

from

the

development

to

the

functions

of

the

living

organisms

•

The

basic

unit

of

the

living

(

DNA)

and

the

evolution

of

the

species.

Know

That

the

universe

the

matter

and

the

living

organism

are

emerged

in

a

multitude

of

interactions

and

signals,

as

light

that

act

at

distances.

Know

That

energy

and

perceptible

motions

can

occur

under

different

aspects

and

be

transformed

from

one

into

the

other.

Knowing

what

is

electric

energy

and

its

importance,

and

the

fossils

energy

as

well

as

the

renewable

energies.

That

the

progressive

mastering

by

human

being

of

the

matter

and

the

energies

allowed

him

to

produce

a

large

diversity

of

technical

objects

which

should

be

understood

at

the

level

of

:

•

Using

conditions

•

Impacts

on

the

environment

•

How

it

works

and

should

be

use

for

security.

Master

knowledge

on

human:

•

Uniqueness

and

diversity

of

the

individual

comprising

the

human

species

(genetics,

reproduction)

•

Organization

and

function

of

the

human

body

•

The

human

body

and

its

abilities

•

The

human

influences

on

the

ecosystem

(resources

management)

Be

familiar

with

current

techniques,

electronic

and

numerical

treatments

of

the

information,

and

the

automatic

process

involved

in

the

objects

used

in

the

everyday

life

Abilities:

Experimental

sciences

should

develop

inductive

and

deductive

abilities

of

the

intelligence

under

their

different

aspects.

The

student

must

be

able:

-

to

put

in

practice

a

scientific

approach:

Knowing

how

to

observe,

to

interrogate,

to

express

hypothesis

and

to

validate

it,

to

argue,

to

elaborate

elementary

model

Understanding

the

link

between

the

natural

phenomenon

and

the

mathematical

language

that

apply

to

those

and

help

to

describe

them.

-to

do

hand

on

experiments

in

order

to

experience

the

handling

and

experimental

realities.

Participating

to

the

design

of

an

experimental

protocol

and

operate

the

protocol

using

the

appropriate

tools

(meaning

also

based

on

electronic)

Developing

manual

skills

and

feelings

of

familiarity

with

technical

behaviors

and

gestures.

Perceiving

the

difference

between

reality

and

simulation.

-to

understand

that

an

effect

might

have

several

causes

acting

simultaneously,

and

to

perceive

that

it

might

exist

unapparent

or

unknown

causes;

-to

express

and

to

use

appropriately

the

results

of

measurements

or

of

any

research

thus

for

that

purpose:

Using

the

scientific

language

as

much

written

than

orally

Mastering

the

main

units

of

measurements

and

knowing

to

which

dimension

it

correspond

Understanding

that

any

measurement

is

associated

with

a

level

of

uncertainty

Understanding

the

nature

and

the

validity

of

a

statistical

result

-to

perceive

the

link

between

sciences

and

techniques.

-to

mobilize

knowledge

in

situation

as

for

example

understanding

the

functioning

of

its

own

body

and

the

incidence

of

nutrition

as

well

as

how

to

act

on

it

by

doing

sportive

activities

or

any

exercises,

as

well

also

how

to

take

care

of

potential

risks

for

natural,

professional

or

everyday

accidents.

-

to

use

techniques

and

technology

to

overcome

obstacles.

Attitudes:

The

rational

apprehension

of

things

develops

the

following

attitudes

(note:

in

this

text

the

word

"attitude"

is

taken

as

it

is

understood

in

every

day

life

not

in

its

rigorous

sense

and

thus

for

the

authors

it

is

expected

that

attitude

=

behavior

which

of

course

not

the

general

case;

the

meaning

here

is

a

disposition

of

mind

promoting

systematically

the

behaviors

corresponding

to

what

is

enumerated)

-the

observation

sense

-the

curiosity

toward

discovering

the

natural

phenomenon

causes,

the

reasoned

imagination,

the

open

mindedness.

-the

critical

sense:

the

distinction

between

the

proved,

the

probable

or

the

uncertain,

the

prediction

and

the

prevision,

to

situate

a

result

or

an

information

in

its

context;

-the

manifestation

of

an

interest

toward

scientific

and

techniques

progresses

-

the

consciousness

of

ethical

implication

of

such

changes

-

the

observance

of

elementary

rules

of

security

in

the

domains

of

biology,

chemistry

and

electricity

-the

responsibility

in

front

of

the

environment,

the

living

world,

at

the

health.

h4. Hungary h4. Israel Scientific Literacy - a combination of basic science knowledge, skills required for the future citizen, and attitudes towards science and technology. Acquisition of scientific literacy may contribute to the future citizen's ability to evaluate scientific initiatives, understand the principles by which the natural world operates, think critically and independently, make informed decisions when choosing between alternatives, and cope with problems which include facts and interpretation, numbers and patterns, logical arguments and uncertainty. h4. Norway h4. United Kingdom {color:#ee6f2b}How science works{color} {color:#ee6f2b}{*}Data, evidence, theories and explanations{*}{color} {color:#1b1c20}Pupils should be taught:{color} {color:black}a{color} {color:#1b1c20}how scientific data can be collected and analysed{color} {color:black}b{color} {color:#1b1c20}how interpretation of data, using creative thought, provides evidence to{color} {color:#1b1c20}test ideas and develop theories{color} {color:black}c{color} {color:#1b1c20}how explanations of many phenomena can be developed using scientific{color} {color:#1b1c20}theories, models and ideas{color} {color:black}d{color} {color:#1b1c20}that there are some questions that science cannot currently answer, and{color} {color:#1b1c20}some that science cannot address.{color} {color:white}{*}www.qca.org.*{color}{color:white}221{color} {color:white}{*}g.uk/curriculumcience{*}{color} {color:white}key stage{color} {color:white}{*}4{*}{color} {color:#ee6f2b}{*}Practical and enquiry skills{*}{color} {color:#1b1c20}Pupils should be taught to:{color} {color:black}a{color} {color:#1b1c20}plan to test a scientific idea, answer a scientific question, or solve a{color} {color:#1b1c20}scientific problem{color} {color:black}b{color} {color:#1b1c20}collect data from primary or secondary sources, including using ICT{color} {color:#1b1c20}sources and tools{color} {color:black}c{color} {color:#1b1c20}work accurately and safely, individually and with others, when collecting{color} {color:#1b1c20}first-hand data{color} {color:black}d{color} {color:#1b1c20}evaluate methods of collection of data and consider their validity and{color} {color:#1b1c20}reliability as evidence.{color} \\ {color:#ee6f2b}{*}Communication skills{*}{color} {color:#1b1c20}Pupils should be taught to:{color} {color:black}a{color} {color:#1b1c20}recall, analyse, interpret, apply and question scientific information or ideas{color} {color:black}b{color} {color:#1b1c20}use both qualitative and quantitative approaches{color} {color:black}c{color} {color:#1b1c20}present information, develop an argument and draw a conclusion, using{color} {color:#1b1c20}scientific, technical and mathematical language, conventions and symbols{color} {color:#1b1c20}and ICT tools.{color} h4. Scotland {color:black}{*}How does the science curriculum support development of the skills and attributes of scientifically literate citizens?*{color} {color:black}Children and young people develop as scientifically literate citizens with a lifelong interest in science by:{color} {color:black}• developing scientific values and respect for living things and the environment{color} {color:black}• assessing risk and benefit of science applications{color} {color:black}• making informed personal decisions and choices{color} {color:black}• expressing opinions and showing respect for others' views{color} {color:black}• developing informed social, moral and ethical views of scientific, economic and environmental issues{color} {color:black}• developing self-awareness through reflecting on the impact, significance and cultural importance of science and its applications to society{color} {color:black}• demonstrating honesty in collecting and presenting scientific information/data and showing respect for evidence{color} {color:black}• being able to read and understand essential points from sources of information including media reports{color} {color:black}• discussing and debating scientific ideas and issues{color} {color:black}• reflecting critically on information included or omitted from sources/reports including consideration of limitations of data.{color} \\ {color:black}Source:{color} \\ {color:black}{_}Curriculum for Excellence, Science: Principles and Practice._{color} {color:black} {color}{color:black}Avaialbe at{color} {color:black}[

Hungary

Israel

Scientific Literacy - a combination of basic science knowledge, skills required for the future citizen, and attitudes towards science and technology.

Acquisition of scientific literacy may contribute to the future citizen's ability to evaluate scientific initiatives, understand the principles by which the natural world operates, think critically and independently, make informed decisions when choosing between alternatives, and cope with problems which include facts and interpretation, numbers and patterns, logical arguments and uncertainty.

Norway

United Kingdom

How science works

Data, evidence, theories and explanations

Pupils should be taught:

a how scientific data can be collected and analysed

b how interpretation of data, using creative thought, provides evidence to

test ideas and develop theories

c how explanations of many phenomena can be developed using scientific

theories, models and ideas

d that there are some questions that science cannot currently answer, and

some that science cannot address.

www.qca.org.221 g.uk/curriculumcience key stage 4

Practical and enquiry skills

Pupils should be taught to:

a plan to test a scientific idea, answer a scientific question, or solve a

scientific problem

b collect data from primary or secondary sources, including using ICT

sources and tools

c work accurately and safely, individually and with others, when collecting

first-hand data

d evaluate methods of collection of data and consider their validity and

reliability as evidence.

Communication skills

Pupils should be taught to:

a recall, analyse, interpret, apply and question scientific information or ideas

b use both qualitative and quantitative approaches

c present information, develop an argument and draw a conclusion, using

scientific, technical and mathematical language, conventions and symbols

and ICT tools.

Scotland

How does the science curriculum support development of the skills and attributes of scientifically literate citizens?

Children and young people develop as scientifically literate citizens with a lifelong interest in science by:

• developing scientific values and respect for living things and the environment

• assessing risk and benefit of science applications

• making informed personal decisions and choices

• expressing opinions and showing respect for others' views

• developing informed social, moral and ethical views of scientific, economic and environmental issues

• developing self-awareness through reflecting on the impact, significance and cultural importance of science and its applications to society

• demonstrating honesty in collecting and presenting scientific information/data and showing respect for evidence

• being able to read and understand essential points from sources of information including media reports

• discussing and debating scientific ideas and issues

• reflecting critically on information included or omitted from sources/reports including consideration of limitations of data.

Source:

Curriculum for Excellence, Science: Principles and Practice. Avaialbe at http://www.ltscotland.org.uk/Images/sciences_principles_practice_tcm4-540396.pdf

]{color} \\ h4. Turkey *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/|

Turkey

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

process

skills

and

attitudes)

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. *Expressions related to scientific literacy in the Turkish secondary school biology program (2007)* *Stated vision of the biology program:* The vision of the biology class program is to teach for biological literacy. A biologically literate person: \-        Understands and accepts the nature of science in general and nature of biology in specific, \-        Understands the necessity of learning biology to understand self and the events in the environment, \-        Has a meaningful cognitive structure formed around key concepts of biology, \-        Analyzes the interaction among science-technology-society-environment in relation to past, present and future, \-        Has tendency to solve problems using scientific methods, \-        Develop the technological and psycho-motor skills necessary to work in biology related fields. *Stated purposes of the biology program include:* Students in this program, with a vision to achieve biological literacy for all individuals, \-        Understands the nature of science, \-        Improves their knowledge about how science contributes to culture by learning the fields of study in science and in biology, \-        Own the knowledge, skills, attitudes and values necessitated by the era we live in that are related to biology and use them to better understand the natural world, \-        Understands and accept scientific values which are important to society and environment as responsible individuals, \-        Uses biology knowledge to solve problems faces in daily life, \-        Uses scientific methods to solve problems, \-        Establishes the necessary cognitive and affective foundation necessary to biology related jobs, \-        Joins activities for promoting and protecting the biological richness as a responsible individual. *Stated Science - Technology - Society - Environment (STSE) objectives for the classroom* *1.*\*     *Understand the role of science while serving/meeting individuals and social needs. *2.*\*     *Understand the testability, falsifiability and evidence based structure of science. *3.*\*     *Become aware of that scientific knowledge increases. *4.*\*     *Explain the role of evidence, theories and/or paradigms in the change of scientific knowledge *5.*\*     *Become aware of that scientific knowledge usually continuously changes, but sometimes paradigms shifts cause that change. *6.*\*     *When a new finding comes out, current scientific knowledge is examined, tested, corrected or replaced. *7.*\*     *Become aware of that biology helps to understand life *8.*\*     *Understand socio-economical and cultural contexts affect the development of biology. *9.*\*     *Evaluate applications of biology on individual, society and environment. *10.** * Become aware of that biology has boundaries/limitations. *11.** * Make connections between biology sub-domains and the real-life applications of them. *12.** * Understand the relationships between biology and other area of science. *13.** * Understand the relationships between science-technology-society-environment. *14.** * Become aware of the importance and conditions of providing financial support for science and technological research projects. *15.** * Know the importance of models in construction and presentation of scientific knowledge. *16.** * Know technological concepts, principle and processes. *17.** * Realize limitations and resources of technological development process and possible effect of technological applications. *18.** * Make connections between biological topics and careers related to biology. *19.** * Explain contributions of societies with different historical and cultural background to the development of scientific thought and development of biology as a science domain. *20.** * Compare the effect of different attitudes and values on biological concepts. *21.** * Give examples of scientists who have well known around the world and give examples of their contributions to science. *22.** * Give examples that scientific development contributes technological development and it pioneers new technological innovations and applications. *23.** * 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. *24.** * 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. *25.** * Understand reasons and influence of local, national and global environmental problems. *26.** * Discuss possible solutions for local, national and global environmental problems. *27.** * Comprehend and discuss conservation methods for environment, wild life and natural resources. *28.** * Know responsibility of individual and societies for conservation of environment, wild life and natural resources. *29.** * Give examples for how men and society affect environment. *30.** * Become aware of that one of the driving force for development of science and technology is the individual, societal and environmental needs. *31.** * Understand necessity that when developing and using technology, individuals need to be responsible for themselves, society and environment. *32.** * Know duties of national and international quality check/control agencies and their symbols which are used on products. *33.** * Develop benefits, quality and cost-price of assets that are used in his/her daily life. *Expressions related to scientific literacy in the Turkish secondary school chemistry program (2007)* *Stated purposes of the chemistry program include:* *1.*\*     *Provide an understanding of basic concepts related to matter and interactions among matter, and also the historical development of these concepts, their influence on the personal, social, economic and technological world and their relationship with the environment. *2.**     *{_}Provide skills that allow a student_ to come up with concepts and models based on data and information related to a specific subject; to use chemistry terminology to explain these concepts and models; to solve problems with simple skills such as observation, experimentation and data collection; to communicate high level of thinking with others. *3.**     *{_}Develop an attitude of_ wonder for investigating matter and relationships among matter; respect for self, environment, society and others' views; habit for questioning different views within various fields of chemistry. *Stated vision of the chemistry program:* This program accepts that chemistry, together with, physics, biology, astronomy, and geology forms the "physical sciences" and it uses mathematics as a tool of thinking and language. The main inputs of this program are, structure of matter, interactions among matter, matter-energy relationship, structure and function of chemical products that the society uses, the influence of chemical technologies on environment and human life and also the nature of scientific thinking and its superiority over other ways of thinking, positive attitudes and values in the personal and social levels towards science. Secondary level chemistry program sees science 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. Studying science, and chemistry as one of its components, is not limited to people with very special skills; therefore anyone can learn and contribute to this pleasant and useful field. Understanding of scientific method, nature of science, and science-technology-society relationships develops over time.  As chemistry subjects are taught and students learn and develop skills, they should develop an understanding of scientific method and use it and also in this process they should develop evaluation skills, attitudes and values compatible with peoples of science. Chemistry is a field with its own principles, concepts, and coding system (symbols and formulas). It uses mathematics to combine its principles and concepts to convert them to higher level teaching objectives. This program focuses on the trio of chemistry specific principles, concepts, and coding system and sees mathematics as a tool. Using mathematics when necessary is considered enough for utilizing mathematics in life and using chemical concepts and principles as a tool to create mathematics problems is avoided. *Stated objectives for science process skills in the program include:* *1.*\*        *Comprehends the importance of observation and experimentation for understanding the universe, *2.*\*        *Develops skills for conducting experiments and evaluates experimental data to reach generalizations, *3.*\*        *States the results of observations, experiments and research orally and verbally, *4.*\*        *Use theory and models to describe and predict physical events, *5.*\*        *Express experiment results with tables and graphics, interprets tables and graphics, *6.*\*        *Establish chemically based cause-effect relations when interpreting natural events. *Stated objectives related to Chemistry-Technology-Society-Environment:* *1.*\*     *Uses knowledge learned in chemistry classes to solve problems faced in daily life, *2.*\*     *Becomes aware of the social, economic and technological influence of chemistry, *3.*\*     *Gives examples of negative influence of scientific and technological developments on humans and nature, *4.*\*     *Questions the importance of conducting research about science and technology, *5.*\*     *Examines the applicability of chemistry in social and economic fields, *6.*\*     *Becomes aware of chemical applications in social life, *7.*\*     *Interprets the influence of chemical developments on economic, social, political, and moral values, *8.*\*     *Becomes aware of the importance of scientific approach and critical thinking to interpret the world, *9.*\*     *Examines the social cost of scientific developments, *10.*\* *Applies the knowledge that was learned for explaining physical events to solve chemistry related problems. *Stated objectives related to Attitudes and Values* *1.*\*     *Accepts the guidance of science to understand the universe and life, *2.*\*     *Becomes sensitive toward environmental problems, *3.*\*     *Becomes interested in science and chemistry as one of its fields. *Expressions related to scientific literacy in the Turkish secondary school physics program (2007)* *Stated vision of the physics program:* Educating individuals to help them become people who accepts physics as life itself, who solves the problems that he/she faces by using the scientific method, who can analyze the interaction among physics - technology - society - and environment, who develops positive attitudes for self and others, who is technologically literate, who can state his/her views effectively and unbiased, and who are productive. *Stated Physics - Technology - Society - Environment (STSE) objectives for the classroom* These objectives include skills such as understanding, interpreting, and developing the relationship among physics, society, technology and environment. (The objectives for students are organized under three titles.) *1.**     *{*}Understands the nature of physics and technology* a.          Defines physics and understands that physics is one of the main sciences that help us understand the events in the universe. b.          Understands that physics has a structure that is based on evidence and it allows questioning and falsification. c.          Realizes that increase in knowledge in physics accelerates. d.          Realizes that scientific knowledge in physics is not always absolute truth, but valid under certain limits. e.          Explains the role of evidences, theories and/or paradigms roles on how scientific knowledge changes in physics. f.            Realizes that the knowledge change in physics is usually incremental, however, sometimes change occurs as a paradigm shift. g.          Realizes that when new evidence appears, current scientific knowledge is tested, limited, corrected or renewed. h.          Understands key physical concepts (change, interaction, force, field, conservation, measurement, probability, certainty, scale, equilibrium, matter-energy relationship, time-space structure, resonance, entropy, etc.). i.            Investigates the relationship between physics and philosophy. j.            Defines technology and realizes technological change. k.          Understands 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). l.            Realizes that technology is not good or bad in itself, but decisions on the use of products and systems may result in wanted or unwanted consequences and gives examples. m.         Understands 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. n.          Realizes that many men and women from different cultures contribute to physics and technology. o.          Evaluates the role of continuous testing, reviewing, and criticizing in the development of physics and technology. p.          Establishes the link between physics and other science fields in terms of scientific and technological applications. *2.**     *{*}Analyzes how technology and physics influence each other* a.          Investigates the historical interaction between physics and technology. b.          Explains with examples how a technological innovation contributes to development of knowledge in physics. c.          Explains with examples how knowledge in physics contributes to development of technology. d.          Understands the importance of relationship between physics and technology in solving problems that we face in daily life. e.          Makes a technological design and explains the scientific knowledge used during the process. *3.**     *{*}Analyzes the interaction of physics and technology with individuals, society and environment* a.          Explains how individuals, society and environment influence physics and technology. b.          Investigates the positive and negative influence of physics and technology on individuals, society and environment (in social, cultural, economic, political, ethical and other areas). c.          Understands that it is possible to adopt measures against negative effects of technology through developments in physics and technology and these effects could be reduced or eliminated. d.          Joins contemporary discussions about physics and technology that may influence the future of individuals, society or environment. e.          Evaluates the economic, social and environmental costs of technological benefits. f.            Investigates the relationship between applications of physics and ethical values. g.          Realizes that there may be different opinions in the society about the adoption of ideas and applications in physics. h.          Observes how society uses physics and technology when making decisions about environmental problems. i.            Notices the importance and conditions of providing resources for the research projects in physics and technology. j.            Makes connections between physics subjects and jobs that are based on physics and technology. k.          Offers solutions by using physics and technology for the social problems that are related to providing better life with individual, social and environmental needs in mind. l.            Gives examples to the cases when today's knowledge in physics and technology is insufficient for solving problems related to individuals, society and environment. m.        Explains the importance of sharing scientific and technological results through appropriate communication contexts (conferences, meetings, seminars, internet, television, radio, etc.). n.          Explains how an important milestone in physics and technology changes the scientific community and society.       o.          Realizes that societies are in competition on physics and technology developments. ---- h2. WP3 Mind The Gap Scientific Literacy Site Here is a link to the new WP3 Mind The Gap scientific literacy site which uses concept maps and videos to create a learning environment about scientific literacy taught with Inquiry Based Science Methods. The site will be posted here after during the Lyon conference so you everyone can look it over. It is obviously under construction and comments about what might be useful in teacher education and what could be made more useful will be appreciated. [

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.

Expressions related to scientific literacy in the Turkish secondary school biology program (2007)

Stated vision of the biology program:

The vision of the biology class program is to teach for biological literacy. A biologically literate person:

- Understands and accepts the nature of science in general and nature of biology in specific,

- Understands the necessity of learning biology to understand self and the events in the environment,

- Has a meaningful cognitive structure formed around key concepts of biology,

- Analyzes the interaction among science-technology-society-environment in relation to past, present and future,

- Has tendency to solve problems using scientific methods,

- Develop the technological and psycho-motor skills necessary to work in biology related fields.

Stated purposes of the biology program include:

Students in this program, with a vision to achieve biological literacy for all individuals,

- Understands the nature of science,

- Improves their knowledge about how science contributes to culture by learning the fields of study in science and in biology,

- Own the knowledge, skills, attitudes and values necessitated by the era we live in that are related to biology and use them to better understand the natural world,

- Understands and accept scientific values which are important to society and environment as responsible individuals,

- Uses biology knowledge to solve problems faces in daily life,

- Uses scientific methods to solve problems,

- Establishes the necessary cognitive and affective foundation necessary to biology related jobs,

- Joins activities for promoting and protecting the biological richness as a responsible individual.

Stated Science - Technology - Society - Environment (STSE) objectives for the classroom

1.* *Understand the role of science while serving/meeting individuals and social needs.

2.* *Understand the testability, falsifiability and evidence based structure of science.

3.* *Become aware of that scientific knowledge increases.

4.* *Explain the role of evidence, theories and/or paradigms in the change of scientific knowledge

5.* *Become aware of that scientific knowledge usually continuously changes, but sometimes paradigms shifts cause that change.

6.* *When a new finding comes out, current scientific knowledge is examined, tested, corrected or replaced.

7.* *Become aware of that biology helps to understand life

8.* *Understand socio-economical and cultural contexts affect the development of biology.

9.* *Evaluate applications of biology on individual, society and environment.

10. Become aware of that biology has boundaries/limitations.

11. Make connections between biology sub-domains and the real-life applications of them.

12. Understand the relationships between biology and other area of science.

13. Understand the relationships between science-technology-society-environment.

14. Become aware of the importance and conditions of providing financial support for science and technological research projects.

15. Know the importance of models in construction and presentation of scientific knowledge.

16. Know technological concepts, principle and processes.

17. Realize limitations and resources of technological development process and possible effect of technological applications.

18. Make connections between biological topics and careers related to biology.

19. Explain contributions of societies with different historical and cultural background to the development of scientific thought and development of biology as a science domain.

20. Compare the effect of different attitudes and values on biological concepts.

21. Give examples of scientists who have well known around the world and give examples of their contributions to science.

22. Give examples that scientific development contributes technological development and it pioneers new technological innovations and applications.

23. 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.

24. 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.

25. Understand reasons and influence of local, national and global environmental problems.

26. Discuss possible solutions for local, national and global environmental problems.

27. Comprehend and discuss conservation methods for environment, wild life and natural resources.

28. Know responsibility of individual and societies for conservation of environment, wild life and natural resources.

29. Give examples for how men and society affect environment.

30. Become aware of that one of the driving force for development of science and technology is the individual, societal and environmental needs.

31. Understand necessity that when developing and using technology, individuals need to be responsible for themselves, society and environment.

32. Know duties of national and international quality check/control agencies and their symbols which are used on products.

33. Develop benefits, quality and cost-price of assets that are used in his/her daily life.

Expressions related to scientific literacy in the Turkish secondary school chemistry program (2007)

Stated purposes of the chemistry program include:

1.* *Provide an understanding of basic concepts related to matter and interactions among matter, and also the historical development of these concepts, their influence on the personal, social, economic and technological world and their relationship with the environment.

2. Provide skills that allow a student to come up with concepts and models based on data and information related to a specific subject; to use chemistry terminology to explain these concepts and models; to solve problems with simple skills such as observation, experimentation and data collection; to communicate high level of thinking with others.

3. Develop an attitude of wonder for investigating matter and relationships among matter; respect for self, environment, society and others' views; habit for questioning different views within various fields of chemistry.

Stated vision of the chemistry program:

This program accepts that chemistry, together with, physics, biology, astronomy, and geology forms the "physical sciences" and it uses mathematics as a tool of thinking and language. The main inputs of this program are, structure of matter, interactions among matter, matter-energy relationship, structure and function of chemical products that the society uses, the influence of chemical technologies on environment and human life and also the nature of scientific thinking and its superiority over other ways of thinking, positive attitudes and values in the personal and social levels towards science.

Secondary level chemistry program sees science 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. Studying science, and chemistry as one of its components, is not limited to people with very special skills; therefore anyone can learn and contribute to this pleasant and useful field. Understanding of scientific method, nature of science, and science-technology-society relationships develops over time. As chemistry subjects are taught and students learn and develop skills, they should develop an understanding of scientific method and use it and also in this process they should develop evaluation skills, attitudes and values compatible with peoples of science.

Chemistry is a field with its own principles, concepts, and coding system (symbols and formulas). It uses mathematics to combine its principles and concepts to convert them to higher level teaching objectives. This program focuses on the trio of chemistry specific principles, concepts, and coding system and sees mathematics as a tool. Using mathematics when necessary is considered enough for utilizing mathematics in life and using chemical concepts and principles as a tool to create mathematics problems is avoided.

Stated objectives for science process skills in the program include:

1.* *Comprehends the importance of observation and experimentation for understanding the universe,

2.* *Develops skills for conducting experiments and evaluates experimental data to reach generalizations,

3.* *States the results of observations, experiments and research orally and verbally,

4.* *Use theory and models to describe and predict physical events,

5.* *Express experiment results with tables and graphics, interprets tables and graphics,

6.* *Establish chemically based cause-effect relations when interpreting natural events.

Stated objectives related to Chemistry-Technology-Society-Environment:

1.* *Uses knowledge learned in chemistry classes to solve problems faced in daily life,

2.* *Becomes aware of the social, economic and technological influence of chemistry,

3.* *Gives examples of negative influence of scientific and technological developments on humans and nature,

4.* *Questions the importance of conducting research about science and technology,

5.* *Examines the applicability of chemistry in social and economic fields,

6.* *Becomes aware of chemical applications in social life,

7.* *Interprets the influence of chemical developments on economic, social, political, and moral values,

8.* *Becomes aware of the importance of scientific approach and critical thinking to interpret the world,

9.* *Examines the social cost of scientific developments,

10.* *Applies the knowledge that was learned for explaining physical events to solve chemistry related problems.

Stated objectives related to Attitudes and Values

1.* *Accepts the guidance of science to understand the universe and life,

2.* *Becomes sensitive toward environmental problems,

3.* *Becomes interested in science and chemistry as one of its fields.

Expressions related to scientific literacy in the Turkish secondary school physics program (2007)

Stated vision of the physics program:

Educating individuals to help them become people who accepts physics as life itself, who solves the problems that he/she faces by using the scientific method, who can analyze the interaction among physics - technology - society - and environment, who develops positive attitudes for self and others, who is technologically literate, who can state his/her views effectively and unbiased, and who are productive.

Stated Physics - Technology - Society - Environment (STSE) objectives for the classroom

These objectives include skills such as understanding, interpreting, and developing the relationship among physics, society, technology and environment. (The objectives for students are organized under three titles.)

1. Understands the nature of physics and technology

a. Defines physics and understands that physics is one of the main sciences that help us understand the events in the universe.

b. Understands that physics has a structure that is based on evidence and it allows questioning and falsification.

c. Realizes that increase in knowledge in physics accelerates.

d. Realizes that scientific knowledge in physics is not always absolute truth, but valid under certain limits.

e. Explains the role of evidences, theories and/or paradigms roles on how scientific knowledge changes in physics.

f. Realizes that the knowledge change in physics is usually incremental, however, sometimes change occurs as a paradigm shift.

g. Realizes that when new evidence appears, current scientific knowledge is tested, limited, corrected or renewed.

h. Understands key physical concepts (change, interaction, force, field, conservation, measurement, probability, certainty, scale, equilibrium, matter-energy relationship, time-space structure, resonance, entropy, etc.).

i. Investigates the relationship between physics and philosophy.

j. Defines technology and realizes technological change.

k. Understands 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).

l. Realizes that technology is not good or bad in itself, but decisions on the use of products and systems may result in wanted or unwanted consequences and gives examples.

m. Understands 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.

n. Realizes that many men and women from different cultures contribute to physics and technology.

o. Evaluates the role of continuous testing, reviewing, and criticizing in the development of physics and technology.

p. Establishes the link between physics and other science fields in terms of scientific and technological applications.

2. Analyzes how technology and physics influence each other

a. Investigates the historical interaction between physics and technology.

b. Explains with examples how a technological innovation contributes to development of knowledge in physics.

c. Explains with examples how knowledge in physics contributes to development of technology.

d. Understands the importance of relationship between physics and technology in solving problems that we face in daily life.

e. Makes a technological design and explains the scientific knowledge used during the process.

3. Analyzes the interaction of physics and technology with individuals, society and environment

a. Explains how individuals, society and environment influence physics and technology.

b. Investigates the positive and negative influence of physics and technology on individuals, society and environment (in social, cultural, economic, political, ethical and other areas).

c. Understands that it is possible to adopt measures against negative effects of technology through developments in physics and technology and these effects could be reduced or eliminated.

d. Joins contemporary discussions about physics and technology that may influence the future of individuals, society or environment.

e. Evaluates the economic, social and environmental costs of technological benefits.

f. Investigates the relationship between applications of physics and ethical values.

g. Realizes that there may be different opinions in the society about the adoption of ideas and applications in physics.

h. Observes how society uses physics and technology when making decisions about environmental problems.

i. Notices the importance and conditions of providing resources for the research projects in physics and technology.

j. Makes connections between physics subjects and jobs that are based on physics and technology.

k. Offers solutions by using physics and technology for the social problems that are related to providing better life with individual, social and environmental needs in mind.

l. Gives examples to the cases when today's knowledge in physics and technology is insufficient for solving problems related to individuals, society and environment.

m. Explains the importance of sharing scientific and technological results through appropriate communication contexts (conferences, meetings, seminars, internet, television, radio, etc.).

n. Explains how an important milestone in physics and technology changes the scientific community and society.

o. Realizes that societies are in competition on physics and technology developments.

WP3 Mind The Gap Scientific Literacy Site

Here is a link to the new WP3 Mind The Gap scientific literacy site which uses concept maps and videos to create a learning environment about scientific literacy taught with Inquiry Based Science Methods. The site will be posted here after during the Lyon conference so you everyone can look it over. It is obviously under construction and comments about what might be useful in teacher education and what could be made more useful will be appreciated.

http://www1.ind.ku.dk/mtg/wp3/scientificliteracy/maps

|http://www1.ind.ku.dk/mtg/wp3/scientificliteracy/maps]\\ h2. WP8 group with

WP8 group with e-mail

Addresses

Here

is

our

WP8

group

with

e-mail

addresses

to

communicate

with

one

another.

When

you

add

or

change

something

of

significance

to

us,

let

all

or

some

of

know

via

an

e-mail

reminder

(so

we

don't

all

have

to

check

this

Wiki

each

day).

|

Jens

Dolin

| |

Robert

Evans

| |

Pascale

Montpied

| |

Florence

le

Hebel

| |

Gultekin

Cakmakci

| |

Yalcin

Yalaki

| |

Ayelet

Baram-Tsabari

| |

Ran

Peleg

| |

Anna

Østern

| |

Alex

Strømme

| |

Colin

Smith | | \\ |

Smith

dolin@ind.ku.dk

| |

evans@ind.ku.dk

| |

pascale.montpied@aliceadsl.fr

| |

florence.le-hebel@ens-lsh.fr

| |

cakmakci@hacettepe.edu.tr

| |

yyalaki@hacettepe.edu.tr

| |

ayelet@technion.ac.il

| |

rpeleg@gmail.com

| |

anna.l.ostern@plu.ntnu.no

| |

alex.stromme@bio.ntnu.no

| |

colin.a.smith@btinternet.com

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Versions Compared

Old Version 37

New Version 38

Key

Table with Conceptual Structure for WP8

WP8 Deliverables

Country Definitions of Scientific Literacy

Denmark

France

Hungary

Israel

Norway

United Kingdom

Scotland

Turkey

WP3 Mind The Gap Scientific Literacy Site

WP8 group with e-mail

Addresses

Here