Scientia in educatione

Climate Literacy – New or Derived Literacy?

Veronika Scholzová — 2024-12-31

In conjunction with various adjectives, literacy has become commonly used in pedagogical and lay vocabulary. Thanks to the PISA survey, we use terms like mathematical, science, and financial literacy. These terms continue to grow (e.g., environmental and digital literacy). For most of them, there has yet to be a consensus on a precise definition. In our theoretical study, we analyze the concepts of science, environmental, and climate literacy. Based on this analysis, we conclude that the current definition
of climate literacy does not introduce any new dimension other than those already included in science and environmental literacy. Therefore, it is redundant for school practice and, to some extent, also for research. A good knowledge of long-standing
science and environmental literacies will enable teachers to grasp derived literacies, including climate literacy or literacy related to sustainability.

Modern biotechnology in school education from the perspective of foreign research

Michaela Horniaková — 2024-12-31

The present review study examines foreign educational research that explores knowledge in relation to respondents’ preconceptions and misconceptions about modern biotechnology. Thus, the aim of the study is to provide a comprehensive overview of existing foreign research that focuses primarily on knowledge and, in particular, on preconceptions and misconceptions in this area. The study focuses on the analysis of foreign research from 2000 to 2023. The research was carried out in the Web of Science and Scopus databases using key words/terms. It analyses the objectives of the research, the methods used, the results of the research and its recommendations for the future. The results of the international research show that students’ knowledge of
modern biotechnology is minimal and that they lack a conceptual understanding of biotechnology as a whole. In conclusion, the study focuses on the evaluation of students’ pre-conceptual work in the context of the results section of the review study. It highlights the theory that deals directly with students’ preconceptions and then
proposes a possible approach that can be applied to work with preconceptions and to address students’ misconceptions specifically in science education. This review study can serve as a basis for further research or the development of pedagogical strategies
aimed at improving the teaching of biotechnology and the understanding of preconceptions and misconceptions, not only among students.

The Power of Inquiry-Based Chemical Change Lesson in Under-Resourced Classrooms

Nkosinathi Willy Nkosi — 2024-12-31

This qualitative study delves into the learner experience of inquiry-based lessons, uncovering the perceptions and insights of learners engaged in this pedagogical approach. Through focus group interviews, we gathered rich data that reveals a transformative learning environment characterized by active engagement, collaborative discourse, and autonomy. Learners embraced the opportunity to explore concepts independently, seeking clarification from peers and cultivating a deeper understanding of the subject matter. Notably, despite feeling unsupported by their teachers, learners perceived the limited teacher involvement as a liberating force, fostering independence and encouraging more extensive reading and peer discussion. Our findings resonate with existing research, underscoring the efficacy of inquiry-based learning in promoting learner-centeredness, critical thinking, and conceptual understanding. The study's outcomes have significant implications for science education, highlighting the need for a paradigmatic shift from traditional teacher-centric approaches to learner-centered inquiry-based methods that empower students to take ownership of their learning.

Results of Czech gymnasium students in the TIMSS Advanced 1995 specialized physics test repeated in 2023

Petra Pschotnerová — 2024-12-31

The paper presents the first results of the TIMSS Advanced 1995 specialized physics test re-administered to final-year students of gymnasiums in the Czech Republic in 2023. In 2023, we used the original test booklets from 1995 in paper form. Of 90 gymnasiums from 1995, 72 participated in the repeated survey. Another 10 gymnasiums participated as replacement schools. In 1995, 819 students participated in the physics test. In the paper, we work with a sample of 1602 students from 2023. The overall mean achievement of students has decreased significantly compared to 1995. Males worsened more than females. Student mean achievement significantly lowered in all five physics content areas. The largest decrease in mean was observed in items from mechanics. More than a 10% decrease in the mean achievement most often appeared in items from the area of modern physics. In the case of open-ended items to which students had to create their own answers, the decrease in mean achievement was mainly due to the fact that students did not solve them at all. This may be due to the lower knowledge of the students caused by the reduction in the number of lessons devoted to teaching physics, but also to the lower motivation of the students when solving the test.