Identifying Science Understanding for Functional Scientific Literacy

By J. Ryder. 2001

356 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a39106c373d0b5074d6090f1bbfcc1a0b85d9cd4

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Styles of Scientific Reasoning: A Cultural Rationale for Science Education? (2017, background): “And, without any understanding of the procedural or epistemic elements of scientific reasoning, students will emerge from their formal education lacking a key aspect of the knowledge required to evaluate scientific arguments (Ryder, 2001).”
Addressing Challenges to Public Understanding of Science: Epistemic Cognition, Motivated Reasoning, and Conceptual Change (2014, background): “Ryder (2001) called this a “functional scientific literacy,” which is “science knowledge needed by individuals to enable them to function effectively in specific settings” (p. 3).”
The role of models/and analogies in science education: implications from research (2005, methodology): “This is an aspect of the sociology of science as described by Ryder (2001), and outlined by Jones and Baker in the present special issue, and shows the social justification of model use and how this needs to be factored into teaching and learning.”
The Public's Bounded Understanding of Science (2014, background): “To determine what kind of understanding should and could be achieved in education, it is necessary to study how people actually understand science in the context of their use of scientific knowledge (Feinstein, 2011; Ryder, 2001; Shea, 2013).”
Can science literacy help individuals identify misinformation in everyday life? (2020, background): “For example, Ryder (2001) suggested that individuals who can ask questions about certain domain-general aspects of science such as "the spread in a data set, the distinction between correlation and causation, time horizons, the assumptions within a model, and the funding sources of scientists" are…”
The role of socioscientific issues in biology teaching: from the perspective of teachers (2017, background): “engagement with science, which is a key part of scientific literacy (Ryder, 2001).”
Science students' critical examination of scientific information related to socioscientific issues (2006, background): “These findings support studies (Sadler, 2004; Kolsto, 2001a; Ryder, 2001 ) which conclude that insights into the nature of science are relevant for examination of the science dimension of SSI.”
Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play (2007, background): “…signiﬁcant—goals consistent with contemporary notions of scientiﬁc literacy and necessary for responsibly negotiating and resolving complex social issues as well as for providing a meaningful context to organize the former (Driver et al ., 2000; Hodson, 1998; Ryder, 2001; Zeidler et al ., 2005).”
On the Goals of Epistemic Education: Promoting Apt Epistemic Performance (2018, background): “For example, students might benefit from the development of skills that would enable them to become savvy lay consumers of expert reports and to 358 BARZILAI AND CHINN engage with expert knowledge in personally meaningful ways (Bromme & Goldman, 2014; Feinstein, 2011; Ryder, 2001; Tabak, 2015).”
Students’ positions and considerations of scientific evidence about a controversial socioscientific issue (2008, background): “Others underlined that the overriding considerations are social and epistemological when students take decisions (Aikenhead 1985; Ryder 2001 ).”
Tough acts to follow: the challenges to science teachers presented by biotechnological progress (2004, background): “In his study of functional scientific literacy, Ryder (2001) concludes that while understanding key science concepts is necessary, learning about science is essential.”