Scientific literacy, e-literacy and illiteracy: the interaction between two pupils and one simulation

Joe McLuckie, Susan Rodrigues, Neil Taylor, Graham Williamson

    Research output: Contribution to journalArticle

    Abstract

    This paper explores the influence of symbolic or representational learning materials on pupil engagement or learning outcomes, when 14-16 year old pupils use common types of science simulation. The project pilot phase involved three (15-16 year old) male pupils and a main phase involved twenty-one (14-15 year old) pupils. A retrospective accounts methodology (Clarke, 1998) presented pupils with a digital record of their 'think aloud' (Ericsson & Simon, 1984) behaviour with simulation, and they were asked for retrospective comment. Pre- and post-surveys were also used. This interaction record for two boys is used to illustrate the findings. This record was chosen because the boys spoke aloud throughout the period of engagement, which generated useful data for microanalysis. Findings suggest that pupils working with science simulations face a trans-disciplinary demand (computer competence, information processing skills, traditional langugage proficiency, and science understanding). In terms of using common science simulation. They need to understand their subject, be confident and comptetent with the available technology, and possess language skills that enable them to establish links between the microsocpic, macroscopic and symbolic components of science.
    Original languageEnglish
    Pages (from-to)5-14
    Number of pages10
    JournalScience Education International
    Volume18
    Issue number1
    Publication statusPublished - 2007

    Fingerprint

    illiteracy
    pupil
    literacy
    simulation
    interaction
    science
    transdisciplinary
    pilot project
    information processing
    learning
    demand
    methodology
    language

    Keywords

    • E-literacy
    • Illiteracy
    • Scientific literacy
    • Simulation

    Cite this

    @article{859a26e5ee194eb5813f5a9b457ae0e9,
    title = "Scientific literacy, e-literacy and illiteracy: the interaction between two pupils and one simulation",
    abstract = "This paper explores the influence of symbolic or representational learning materials on pupil engagement or learning outcomes, when 14-16 year old pupils use common types of science simulation. The project pilot phase involved three (15-16 year old) male pupils and a main phase involved twenty-one (14-15 year old) pupils. A retrospective accounts methodology (Clarke, 1998) presented pupils with a digital record of their 'think aloud' (Ericsson & Simon, 1984) behaviour with simulation, and they were asked for retrospective comment. Pre- and post-surveys were also used. This interaction record for two boys is used to illustrate the findings. This record was chosen because the boys spoke aloud throughout the period of engagement, which generated useful data for microanalysis. Findings suggest that pupils working with science simulations face a trans-disciplinary demand (computer competence, information processing skills, traditional langugage proficiency, and science understanding). In terms of using common science simulation. They need to understand their subject, be confident and comptetent with the available technology, and possess language skills that enable them to establish links between the microsocpic, macroscopic and symbolic components of science.",
    keywords = "E-literacy, Illiteracy, Scientific literacy, Simulation",
    author = "Joe McLuckie and Susan Rodrigues and Neil Taylor and Graham Williamson",
    note = "dc.publisher: International Council of Associations in Science Education (ICASE)",
    year = "2007",
    language = "English",
    volume = "18",
    pages = "5--14",
    journal = "Science Education International",
    issn = "1450-104X",
    number = "1",

    }

    Scientific literacy, e-literacy and illiteracy: the interaction between two pupils and one simulation. / McLuckie, Joe; Rodrigues, Susan; Taylor, Neil; Williamson, Graham.

    In: Science Education International, Vol. 18, No. 1, 2007, p. 5-14.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Scientific literacy, e-literacy and illiteracy: the interaction between two pupils and one simulation

    AU - McLuckie, Joe

    AU - Rodrigues, Susan

    AU - Taylor, Neil

    AU - Williamson, Graham

    N1 - dc.publisher: International Council of Associations in Science Education (ICASE)

    PY - 2007

    Y1 - 2007

    N2 - This paper explores the influence of symbolic or representational learning materials on pupil engagement or learning outcomes, when 14-16 year old pupils use common types of science simulation. The project pilot phase involved three (15-16 year old) male pupils and a main phase involved twenty-one (14-15 year old) pupils. A retrospective accounts methodology (Clarke, 1998) presented pupils with a digital record of their 'think aloud' (Ericsson & Simon, 1984) behaviour with simulation, and they were asked for retrospective comment. Pre- and post-surveys were also used. This interaction record for two boys is used to illustrate the findings. This record was chosen because the boys spoke aloud throughout the period of engagement, which generated useful data for microanalysis. Findings suggest that pupils working with science simulations face a trans-disciplinary demand (computer competence, information processing skills, traditional langugage proficiency, and science understanding). In terms of using common science simulation. They need to understand their subject, be confident and comptetent with the available technology, and possess language skills that enable them to establish links between the microsocpic, macroscopic and symbolic components of science.

    AB - This paper explores the influence of symbolic or representational learning materials on pupil engagement or learning outcomes, when 14-16 year old pupils use common types of science simulation. The project pilot phase involved three (15-16 year old) male pupils and a main phase involved twenty-one (14-15 year old) pupils. A retrospective accounts methodology (Clarke, 1998) presented pupils with a digital record of their 'think aloud' (Ericsson & Simon, 1984) behaviour with simulation, and they were asked for retrospective comment. Pre- and post-surveys were also used. This interaction record for two boys is used to illustrate the findings. This record was chosen because the boys spoke aloud throughout the period of engagement, which generated useful data for microanalysis. Findings suggest that pupils working with science simulations face a trans-disciplinary demand (computer competence, information processing skills, traditional langugage proficiency, and science understanding). In terms of using common science simulation. They need to understand their subject, be confident and comptetent with the available technology, and possess language skills that enable them to establish links between the microsocpic, macroscopic and symbolic components of science.

    KW - E-literacy

    KW - Illiteracy

    KW - Scientific literacy

    KW - Simulation

    M3 - Article

    VL - 18

    SP - 5

    EP - 14

    JO - Science Education International

    JF - Science Education International

    SN - 1450-104X

    IS - 1

    ER -