PROSIDING ICTTE FKIP UNS 2015 ISSN: 2502-4124 Vol 1, Nomor 1, Januari 2016 Halaman: SCIENTIFIC LITERACY IN SCIENCE LESSON Budi Utamia, Sulistyo Saputrob, Ashadib, Mohammad Masykurib a,b Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta, Indonesia Corresponding e-mail: [email protected] Abstract: The aim of this study was to determine: 1) definition of scientific literacy, 2) aspects of scientific literacy. 3) kinds of scientific literacy, 4) the role of curriculum in 2013 to develop scientific literacy. The method of this paper is research note paper, with a literature review of research journals about scientific literacy in science learning. The Curriculum 2013 has emphasized scientific literacy on the learning process by suggesting the utilize of the scientific approach. The scientific approach provides an opportunity for students to perform contextual learning, therefore the learning experiences that students got becomes more meaningful. The scientific approach provides an opportunity for students to connect between the previous concept, the concept being studied and its relationship with other materials that are expected able to improve the scientific literacy of students. The scientific approach to learning science developed from the scientific method commonly known as the science process skills. Keywords: scientific literacy, curriculum, scientific approach, learning science 1 INTRODUCTON Understanding the nature of science, including 'Literacy science' term has been used in the its relationship to culture; i) Appreciation of literature for more than four decades and comfort with the science, including the (Gallagher & Harsch, 1997), though not wonder and curiosity; j) Knowledge of the always with the same meaning (Bybee, 1997 risks and benefits of science; and k) The in Holbrook and Rannikmae, 2009). ability to think critically about science and Many definitions have been proposed for dealing with scientific expertise. scientific literacy since Paul DeHart Hurd In this paper are advised to retain the use used the term in 1958 (American Association of scientific literacy is still appropriate, but for the Advancement of Science [AAAS], necessary for scientific literacy relates to the 1989; Bybee, 1997; Gräber et al., 2001; appreciation of the nature of science, the Holbrook & Rannikmae, 1997; Hurd, 1958; personal attributes of learning, including Laugksch, 2000; National Science Education attitudes and also for the development of social Standards (National Standard Science values (Holbrook & Rannikmae, 2009). For Education), 1996). There is confusion as to its this, the relevance of learning plays a role and exact meaning; Norris and Philips (2003) (in teaching materials, strive toward increasing Holbrook and Rannikmae 2009) argues that student scientific literacy, need to consider the scientific literacy terms have been used to social frame, the introduction of science incorporate various components of the conceptually on a need to know basis, and to following: a) Knowledge of the substantive embrace the situation socioscientific that content knowledge and the ability to provide relevance for responsible citizenship distinguish from non-science; b) Understand (Holbrook, 2008 ). the science and its applications; c) Knowledge It is very difficult to provide clarity of of what counts as science; d) Freedom in meaning both scientific literacy, and learning science; e) The ability of scientific science and technology literacy (the term used thinking; f) The ability to use scientific in the recognition of the relationship between knowledge in solving problems; g) The science and technology in everyday life). This knowledge required for intelligent is especially true when translating terms into participation in science-based issues; h) languages other than English. A forum on | 125 PROSIDING ICTTE FKIP UNS 2015 ISSN: 2502-4124 Vol 1, Nomor 1, Januari 2016 Halaman: literacy in science and technology for all inquiry into any subject-matter“ (Wening, (UNESCO, 1993) suggest the term of France www.phy.ilstu.edu/ as "la culture scientifique et technologique," a wening/thsp/chapters/scientificliteracy). translation that clearly reflects the intention of A society scientific literacy is one of the cultures and points the way to recognize that main goals of science education (Norris & someone is literate science and technology is Phillips, 2003). Various efforts to reform the one that can function in society as a whole, science education has been widely applied in not just as scientists in the workplace various countries, but the recent emphasis on (Holbrook and Rannikmae, 2009). scientific inquiry and the nature of science Millar (1997) in Holbrook and Rannikmae (NOS) is a reform that distinguishes between (2009) showed that the civilian scientific current efforts by previous efforts. For literacy is considered as the level of example, in developed countries like the united understanding of science and technology reforms undertaken emphasizes on the needed citizens is important, which can be the development of an accurate understanding of data showed that the number of elementary science and science literacy. In the American school science as a predictor of the strongest standard document "Benchmarks for Scientific scientific literacy in adults. Whatever Literacy" (AAAS, 1993), "the National definition is actually there, it seems, is general Science Education Standards" (NSTA, 2000), agreement that the term 'scientific literacy' is and "The Next Generation Science Standards" used rather metaphorically. Thus beyond any (NGSS Lead States, 2013) in addition to notion of reading and writing, and some will mentioning the understanding of concepts claim that it refers only to the ability to read fundamental concepts of science are also scientific journals. The use of metaphors tend photographing nature of science (NOS) and to transform into a slogan scientific literacy, scientific inquiry (scientific inquiry) as a key which means all things to all people, but it component in scientific literacy. Although a serves to demonstrate the purpose of science sense of concern for the public science literacy education. Thus, the purpose of science is different from one nation to other nations, education can be expressed as the scientific, but the level of scientific literacy which is technological, literacy (icase, 2003; Norris & owned by the people was the main reason for Phillips, 2003 in Holbrook and Rannikmae, changing or reforming science education. 2009). Indonesia is among the countries that have Enhancing the scientific literacy (also concerns about scientific literacy nation. commonly referred to as science literacy) of Implementation of Curriculum 2013 is one of students has been a goal of science educators the efforts to reform the education and science for more than a century. John Dewey‘s turn- education in particular. Curriculum 2013 of-the-20th-century calls for the use of provides reinforcement or revitalization in experiential learning and inquiry practice were some aspects of the previous curriculum. directed toward enhancing the general Therefore, the curriculum in 2013 gives hope scientific literacy of students. He argued that for the realization of scientific literacy teaching theory should be more closely community. However, on the other hand associated with desired outcomes (1904), and Curriculum 2013 also has challenges to be that the best way to get students to become faced in implementing them in the field more scientifically aware and informed is (Rahayu, 2014). Formulation of the problem in through the processes of experiential learning this paper are: 1) Does the definition of having students learn science by mimicking scientific literacy?, 2) What aspects of the work of scientists. Six years later, Dewey scientific literacy? 3) What kinds of scientific (1910) noted, —Science teaching has suffered literacy!, 4) How Curriculum 2013 in because science has been so frequently developing scientific literacy? The aim in this presented just as so much ready-made paper are: 1) To determine the definition of knowledge, so much subject-matter of fact and scientific literacy, 2) To know the aspects of law, rather than as the effective method of scientific literacy, 3) To know the kinds of | 126 PROSIDING ICTTE FKIP UNS 2015 ISSN: 2502-4124 Vol 1, Nomor 1, Januari 2016 Halaman: scientific literacy, 4) To determine the role of decisions has received strong support in the curriculum in 2013 in developing science Swedish national school curricula of science. literacy Pelger and Nilsson (2015) also quote from Roberts (2007) drew attention to two differing 2 DISCUSSION positions for scientific literacy vision I and 2.1 Definition of Scientific literacy vision II, where vision I was described as Scientific literacy is an individual being scientist-centered with a strong focus on scientific knowledge and the use of science content knowledge. Vision II, he knowledge to identify questions, to acquire described as being more student-centered and new knowledge, to explain scientific context driven, moving beyond seeing science phenomena, and to draw evidence-based as only facts and knowledge, and instead conclusions about science-related issues, connecting it to situations that students are an understanding of the characteristic likely to encounter as citizens. In terms of features of science as a form of human popular science and science communication, knowledge and inquiry, awareness of how scientific