Assessing 10th Grade Student's Levels of Biological Literacy in Light of the Biological Science Curriculum Studies and bybee Frameworks in Jordan
Authors:
Article info
2017-04-24
2017-08-24
755 - 778
Keywords
- biological literacy
- nominal literacy
- functional literacy
- conceptual literacy
- Multi-Dimensional Literacy.
Abstract
This study aims to assess the levels of nominal, functional, conceptual, and multi-dimensional biological literacy of the tenth grade students in Jordan. To achieve these objectives, the researcher used the descriptive analytical method on a sample consisting of 170 students that were selected randomly. Based on theoretical frameworks by Bybee (1997) and the BSCS (1993), different assessment tools were developed, which measured students’ ability to: recognize the biological concepts (nominal literacy); define some biological concepts (functional literacy); connect between biological concepts to explain biological phenomena (conceptual literacy); and use their knowledge in biology to read and understand a short article (multi-dimensional literacy). The results show that the students have a high level of a nominal biological literacy and a weak level of multi-dimensional literacy. It also shows that the percentage of correct biological concepts and the explanation of the biological phenomena for all the students is less than 60%.
Jarrah, Z. (2018). Assessing 10th Grade Student’s Levels of Biological Literacy in Light of the Biological Science Curriculum Studies and bybee Frameworks in Jordan. An-Najah University Journal for Research - B (Humanities), 32(4), 755–778. https://doi.org/10.35552/0247-032-004-005
[1]Z. Jarrah, “Assessing 10th Grade Student’s Levels of Biological Literacy in Light of the Biological Science Curriculum Studies and bybee Frameworks in Jordan,” An-Najah University Journal for Research - B (Humanities), vol. 32, no. 4, pp. 755–778, Apr. 2018, doi: 10.35552/0247-032-004-005.
Jarrah, Zeyad. “Assessing 10th Grade Student’s Levels of Biological Literacy in Light of the Biological Science Curriculum Studies and Bybee Frameworks in Jordan.” An-Najah University Journal for Research - B (Humanities), vol. 32, no. 4, Apr. 2018, pp. 755–78. Crossref, https://doi.org/10.35552/0247-032-004-005.
1.Jarrah Z. Assessing 10th Grade Student’s Levels of Biological Literacy in Light of the Biological Science Curriculum Studies and bybee Frameworks in Jordan. An-Najah University Journal for Research - B (Humanities) [Internet]. 2018 Apr;32(4):755–78. Available from: http://dx.doi.org/10.35552/0247-032-004-005
Jarrah, Zeyad. “Assessing 10th Grade Student’s Levels of Biological Literacy in Light of the Biological Science Curriculum Studies and Bybee Frameworks in Jordan.” An-Najah University Journal for Research - B (Humanities) 32, no. 4 (April 2018): 755–78. https://doi.org/10.35552/0247-032-004-005.
تقييم مستويات الثقافة البيولوجية في ضوء مشروع دراسة مناهج البيولوجيا واطار بايبي لدى طلاب الصف العاشر في الأردن
المؤلفون:
معلومات المقال
2017-04-24
2017-08-24
755 - 778
الكلمات الإفتتاحية
- biological literacy
- nominal literacy
- functional literacy
- conceptual literacy
- Multi-Dimensional Literacy.
الملخص
هدف هذا البحث إلى تقييم مستويات الثقافة البيولوجية الاسمية والوظيفية والمفاهيمية ومتعددة الأبعاد لطلاب الصف العاشر في الأردن. ولتحقيق أهداف البحث، استخدم الباحث المنهج الوصفي التحليلي، وتكونت عينة البحث من (170) طالباً وطالبة تم اختيارهم بطريقة عشوائية. وبناءً على الأطر النظرية للثقافة العلمية لبايبي (BYBEE, 1997)، ومشروع دراسة مناهج العلوم البيولوجية (BSCS, 1993)، تم تطوير أدوات تقويم، لقياس قدرة الطلاب على: التعرف على المفاهيم البيولوجية (ثقافة اسمية)، وتعريف بعض المفاهيم البيولوجية (ثقافة وظيفية)، والربط بين المفاهيم؛ لتفسير ظواهر بيولوجية (ثقافة مفاهيمية)، واستخدام الطلاب لمعرفتهم البيولوجية لقراءة وفهم نص قصير (ثقافة متعددة الأبعاد). وكشفت النتائج عن مستوى مرتفع للثقافة الأسمية ومستوى ضعيف للثقافة متعددة الأبعاد، كما أظهرت النتائج ان نسبة الاجابات الصحيحة في تعريف المفاهيم البيولوجية (الثقافة الوظيفية)، وتفسير الظواهر (الثقافة المفاهيمية) لم تتجاوز 60%. وفي ضوء النتائج اوصى الباحث بعدة توصيات.
Jarrah, Z. (2018). Assessing 10th Grade Student’s Levels of Biological Literacy in Light of the Biological Science Curriculum Studies and bybee Frameworks in Jordan. An-Najah University Journal for Research - B (Humanities), 32(4), 755–778. https://doi.org/10.35552/0247-032-004-005
[1]Z. Jarrah, “Assessing 10th Grade Student’s Levels of Biological Literacy in Light of the Biological Science Curriculum Studies and bybee Frameworks in Jordan,” An-Najah University Journal for Research - B (Humanities), vol. 32, no. 4, pp. 755–778, Apr. 2018, doi: 10.35552/0247-032-004-005.
Jarrah, Zeyad. “Assessing 10th Grade Student’s Levels of Biological Literacy in Light of the Biological Science Curriculum Studies and Bybee Frameworks in Jordan.” An-Najah University Journal for Research - B (Humanities), vol. 32, no. 4, Apr. 2018, pp. 755–78. Crossref, https://doi.org/10.35552/0247-032-004-005.
1.Jarrah Z. Assessing 10th Grade Student’s Levels of Biological Literacy in Light of the Biological Science Curriculum Studies and bybee Frameworks in Jordan. An-Najah University Journal for Research - B (Humanities) [Internet]. 2018 Apr;32(4):755–78. Available from: http://dx.doi.org/10.35552/0247-032-004-005
Jarrah, Zeyad. “Assessing 10th Grade Student’s Levels of Biological Literacy in Light of the Biological Science Curriculum Studies and Bybee Frameworks in Jordan.” An-Najah University Journal for Research - B (Humanities) 32, no. 4 (April 2018): 755–78. https://doi.org/10.35552/0247-032-004-005.
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