CROSS-CULTURAL COMPARISON OF PERCEPTIONS ON THE GLOBAL SCIENTIFIC LITERACY WITH AUSTRALIAN,CHINESE, AND KOREAN MIDDLE SCHOOL STUDENTS     

Mun  Kongju  Lee  Hyunju  Kim  Sung-Won  Choi  Kyunghee  Choi  Sung-Youn  Krajcik  Joseph S. 《International Journal of Science and Mathematics Education》2013,13(2):437-465

In this study, we explored the extent to which Australian, Chinese, and Korean middle school students perceived themselves to have scientific literacy as global citizens and attempted to identify differences and/or commonalities in their perceptions. A total of 655 middle school students (8th and 9th grades; 358 girls and 297 boys) from the three countries participated in the study. We used Global Scientific Literacy Questionnaires (GSLQ) as a survey instrument to assess the students’ perceptions. The GSLQ was developed based on a conceptual framework of Scientific Literacy suggested by Choi, Kim, Lee, Mun, Choi, Krajcik & Shin (2011) and Choi, Lee, Shin, Kim & Krajcik (Journal of Research in Science Teaching, 48(6), 670–697, 2011) for citizenship education in the 21st century. The results indicated that most of the students from the three countries showed a tendency toward higher scores for Science as human endeavor; the lowest scores were in Meta-cognition and self-direction. A pattern of gender difference was also examined among the three countries. We suggest future research questions based on a cross-cultural perspective in order to explore the reasons for the existence of these similarities and differences.

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Korean Secondary Students’ Perception of Scientific Literacy as Global Citizens: Using Global Scientific Literacy Questionnaire     

Kongju Mun  Namsoo Shin  Hyunju Lee  Kyunghee Choi  Sung-Youn Choi 《International Journal of Science Education》2013,35(11):1739-1766

We re-conceptualized the meaning of scientific literacy and developed an instrument, which we call the Global Scientific Literacy Questionnaire (GSLQ) based on a new conceptual framework for scientific literacy in the twenty-first century. We identified five dimensions, each with key elements. The five dimensions are (1) content knowledge (core ideas of science), (2) habits of mind (science practices), (3) character and values, (4) science as human endeavor, and (5) metacognition and self-direction. In this study, we attempted to diagnose the extent to which South Korean secondary students perceive themselves as global citizens having such capabilities using GSLQ with 3,202 students (7th–12th grades). Validity and reliability were examined using various statistical techniques including the Cronbach's α coefficient, exploratory factor analysis, and confirmatory factor analysis. The use and value of the instrument were discussed by examining the Korean secondary students’ overall scientific literacy as well as their views on each dimension across gender and grade levels. We recommend that teachers and researchers use the GSLQ to assess students’ global scientific literacy and provide comments on its usefulness as a research tool and the practical use of its inventory of items.  相似文献   

CROSS-CULTURAL COMPARISON OF PERCEPTIONS ON THE GLOBAL SCIENTIFIC LITERACY WITH AUSTRALIAN,CHINESE, AND KOREAN MIDDLE SCHOOL STUDENTS     

Kongju Mun  Hyunju Lee  Sung-Won Kim  Kyunghee Choi  Sung-Youn Choi  Joseph S. Krajcik 《International Journal of Science and Mathematics Education》2015,13(2):437-465

In this study, we explored the extent to which Australian, Chinese, and Korean middle school students perceived themselves to have scientific literacy as global citizens and attempted to identify differences and/or commonalities in their perceptions. A total of 655 middle school students (8th and 9th grades; 358 girls and 297 boys) from the three countries participated in the study. We used Global Scientific Literacy Questionnaires (GSLQ) as a survey instrument to assess the students’ perceptions. The GSLQ was developed based on a conceptual framework of Scientific Literacy suggested by Choi, Kim, Lee, Mun, Choi, Krajcik & Shin (2011) and Choi, Lee, Shin, Kim & Krajcik (Journal of Research in Science Teaching, 48(6), 670–697, 2011) for citizenship education in the 21st century. The results indicated that most of the students from the three countries showed a tendency toward higher scores for Science as human endeavor; the lowest scores were in Meta-cognition and self-direction. A pattern of gender difference was also examined among the three countries. We suggest future research questions based on a cross-cultural perspective in order to explore the reasons for the existence of these similarities and differences.  相似文献