Supervised by

Tanta University Faculty of Education Curricula & Methods of Teaching Dept

Development of Science Curricula at the Primary School to Promote Scientific Literacy in the Light of Benchmarks of Project 2061. A Dissertation Submitted for the Degree of Ph. D. in Education (Curricula & Science Education)

By Reham El-sayed Ahmed Salem Assistant Lecturer of Curricula & Science Education

Supervised by Prof.D. Thanaa Melegy Ouda

Dr. Samia Abo-Elyazeed Mosa

Professor of Science Curriculum & Instruction, Faculty of Education Tanta University

Lecturer of Science Curriculum & Instruction, Faculty of Education Tanta University

2008

Abstract The researcher: Reham El-Sayed Salem. Research  Title: Development of Science Curricula at the Primary School to Promote Scientific Literacy in the Light of Benchmarks of "Project 2061". The study aimed at developing science curricula at the primary school to enhance scientific literacy in the light of the benchmarks of "Project 2061". The study sample was chosen randomly from students in the second primary grade, (El. Eslah) school, at Tanta city. The sample was divided into two groups: experimental, and control. The experimental group studied the developed curriculum, which the control group studied the current traditional one. The study has been limited to develop four dimensions of scientific literacy: 1. The nature of science, math, and technology. 2. The basic scientific knowledge. 3. The Relationship between science, math, and technology. 4. The Scientific habits of mind. * Tools of The study -3-

- A portrayed scientific literacy test. - An observation list of student performance. * Results of the study. The results revealed that, there are statistically significant differences between rated mean scores of experimental and control groups in favor of the experimental group; regarding the scientific literacy test as a whole and its sub dimensions. * Description of the study: The study consisted of five chapters: Chapter one: The problem of the study. Chapter two: review of literature and previous studies. Chapter three: procedures and tools of the study. Chapter four: results of the study. Chapter five: summary of the study. Also, the study included an Arabic abstract, an English abstract, 15 appendices, 32 tables, and 3 figures.

* Key words: - Development of science curricula. - Primary school. - Scientific literacy. - Benchmarks. - "Project 2061".

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Summary of the study * Introduction There have been radical changes in science teaching programs in the past decade. These changes were a reflection of the new scientifical, technological, and social shifts. As a result, there was a demanding need of researching for a new paradigm for teaching science. This resulted in the emergence of scientific literacy concept as a main comprehensive goal of scientific education. In the developed countries as well as the developing ones, the main purpose of scientific education is to promote scientific literacy and to prepare scientifically literate citizens who are able to face challenges of twenty first century. For meeting this end, the different educational institutions should consider a critical issue, that is, how to prepare a cal learner who is equipped with scientific literacy, able to keep pace with current changes through different educational stages. Accordingly, these institutions have to continually develop its ``instructional curricula so as to attack such dilemma. Actually, scientific literacy is viewed as an integrated whole that can be created through the study of science or other academic subjects such as math, or technology. However, disconnection and fragmentation of knowledge may result in a narrow, limited vision. Regarding the scientific literacy, there are several world Projects, seeking the integration of knowledge. -5-

Also developing it as a main goal for science curricula to be ready to face modern developments in the following educational stages, one of the projects is world "Project 2061", which is considered a Project of the twentieth first century. This project is considered to be a reforming movement for teaching science at the various educational stages to go with scientific literacy, and technological development. It aimed at developing scientific literacy, (sometimes called a Project of teaching science and scientific literacy). "Project 2061" has been demonstrated by the American Association for Advancement of Science (AAAS). Late of 1988, This Project provided a long – term vision of educational reform in science, since scientific literacy is considered as a base to rebuild the goals of scientific education from kindergarten to the end of the secondary stage. The context of 2061 includes the following dimensions: 1. The Nature of Science. 2. The Nature of Math. 3. The Nature of Technology. 4. The Physical Setting. 5. The Living Environment. 6. The Human Organism. 7. Human Society. 8. The Designed World. 9. The Math World. 10. Historical Perspective. 11. Common Themes. 12. Habits of Mind. -6-

As one of the basic requirements for preparing a good citizen, and despite being of great importance, world's concern, and being among the list of primary school goals, the current science curricula do not develop scientific literacy; this is what many studies in this field have proved. The researcher has analyzed the science curriculum of primary second grade in terms of "Project 2061" dimensions. The analysis revealed that the current curriculum hardly develops scientific literacy (22 %) which is a very low percentage. Based on the findings of the previous studies of relevance, a great deal of crucial precautions should be considered by those who are in charge of science education and curriculum designers with a view2 to overcome such deficiency in the promotion of scientific literacy. Consequently, the present study is an attempt to develop of the science curricula at the primary school by integrating science, math, and technology depending upon knowledge bases, and helping develop scientific literacy in the light of "Project 2061".

* The problem of the study: The problem of the present study lies in the deficiency of science curricula to develop the student's scientific literacy level at the primary school. To investigate this problem, the study tries to answer the following question: How can science curriculum (educational -7-

activities) be developed for the first and second grade primary school students throughout integration of science, math, and technology to develop scientific literacy in the light of "Project 2061"? The following sub-questions are branched out of the main question stated above.

* The questions of the study: The following sub-questions are addressed: 1. What are the dimensions of the scientific literacy that are required for the first and second grade primary school students in the light of "Project 2061"? 2. To what extent are the scientific literacy dimensions represented in the educational activities textbooks (scientific and practical) studied by the first and second grade primary school students,? 3. What is the suggested design for developing the educational activities curriculum (scientific and practical) for the primary first and second grades with a view to enhancing scientific literacy in the light of "Project 2061"? 4. What is the effectiveness of the developed curriculum in developing the scientific literacy dimensions for the second primary grade students?

* The hypotheses of the study: To answer the fourth question, the following null hypothesis was tested at ≤ 0.05. -8-

There is no significant difference between the two rated averages of the scores of both the experimental and control groups on the scientific literacy test. The following sub hypotheses are emerged out of the given main hypothesis: 1. There is no significant difference between the two rated averages of the scores of both the experimental and control groups on the first dimension of the scientific literacy test. 2. There is no significant difference between the two rated averages of the scores of both the experimental and control groups on the second dimension of the scientific literacy test. 3. There is no significant difference between the two rated averages of the scores of both the experimental and control groups on the third dimension of the scientific literacy test. 4. There is no significant difference between the two rated averages of the scores of both the experimental and control groups on the fourth dimension of the scientific literacy test.

* Aim of the study: The present study aimed at: 1. Developing scientific literacy for students of the primary school. 2. Preparing and designing developed curricula of science subject matters for students of the primary school, based on a world Project to improve, and develop science teaching, "Project 2061". 3. Establishing suitable assessment devices for the -9-

students at the primary school (portrayed test on scientific literacy for children, and an observation checklist). 4. Preparing educational materials enriching the educational process (student book, teacher manual, student's activity book).

* The significance of the study: It's expected that this study may be significant for each of the following: 1. Curriculum Designers: It provides them with proposed curricula of science at the primary school in the light of the most important world Project intended to educate the students culturally and scientifically. 2. Students: It raises their level in scientific literacy. 3. Teachers: It provides them with various techniques, and strategies. 4. Researchers: Opens a way to conduct new researches, and studies at other educational stages.

* Limitations of the study: The present study is limited to: 1. The dimensions of "Project 2061", except the tenth dimension (historical perspectives), since it does not relate to primary school which is the present study concern. 2. The first and the second grades of the primary school, representing the first educational stage of the "Project 2061". - 10 -

3. Experimenting some units of the second grade curriculum to assess their effectiveness.

* Tools of the study: 1. Scientific literacy test, measuring the following dimensions (prepared by the researcher) - The nature of science, math, and technology - The basic scientific knowledge. - Relation of science to math, and technology. - The scientific habits of mind. 2. An observation list of students' performance on some dimensions of scientific literacy (prepared by the researcher).

* Methodology: Both descriptive and semi-experimental methods were used in the present study: The descriptive method: It was used for analyzing and describing the content of the activities book (Educational and Mathematical activities). The semi-experimental method: It was used for carrying out the experiment and to test the efficiency of the developed curriculum compared to the current traditional one. The present study has used the (pre/ post) experimental design.

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Table (32): The experimental design of the study. NO

1.

2.

Sample of the study

The pre-test

The The post-test educational treatments The Teaching  The scientific experimental the literacy test. group. The scientific developed  The observation literacy test. Curriculum. checklist. The Teaching  The scientific control group the present literacy test. curriculum.

* Procedures of the study: To answer the present study's questions, the following procedures were conducted: 1. Specifying a list of the basic dimensions of the scientific literacy required for students in the first and second grades of the primary school in the light of "Project 2061" through analyzing the Project content. 2. Evaluating the current status of the educational activities, and math textbooks of the first and second grades of the primary school with a view to assessing the extent to which these curricula are consistent with the given dimensions. 3. Preparing a suggested curriculum comprising scientific activities for the first and second grades of the primary school including:  Limiting the general and specific goals of each curriculum in the light of "Project 2061".  Preparing a content for each curriculum - 12 -

represented in the student book.  Introducing the educational activities curriculum for the first and second grades of the primary school to the juries, and then conducting the required modifications.  Preparing the two curricula in their final format. 4. Teaching some units of the developed scientific activities curriculum for the second grade to assess the extent of their efficiency in developing scientific literacy. Toward this end, the following procedures have taken place: a. Preparing the educational materials including:  Designing the student's book; the printed instructional material.  Preparing the teacher manual, that consists of: the goals, selection of various educational strategies, suitable educational methods for teaching the content, and assessment devices, for each unit of the developed curriculum.  Designing various educational activities, and exercises in the form of an activity book.  Introducing the student book, teacher's manual, activity book to the specialists in the field, and doing the required modifications. b. Preparing and controlling the tools of the study including the following:  Preparing a test to assess the student's scientific literacy in the light of the given dimensions.  Preparing an observation checklist for the - 13 -

students' performance.  Introducing both the test, and the checklist to the juries, and doing the required modifications. c. Procedures of the experiment:  Selecting the study sample out of the second grade primary school students, Tanta east directorate, El-Eslah primary school.  Assigning the study sample to two groups: an experimental group and a control group.  Applying the scientific literacy test as a pretest .  Teaching the experimental group according to the prepared manual of the developed curriculum, while the control group had been taught following the current curriculum. Meanwhile, applying the observation checklist on the experimental group throughout the duration of experimentation.  Applying the post-scientific literacy test on the two groups. D. Data analysis and discussion of results. Introducing the appropriate recommendations, and suggestions for further research.

* Results of the Study: The present study has revealed the following results: 1. There is a significant difference between the two rated averages of the scores of both the experimental group, and the control group, in favor of experimental group on the scientific - 14 -

literacy test as a whole. 2. There is a significant difference between the two rated averages of the scores of both the experimental and the control group, in favor of the experimental group on the first dimension of the scientific literacy test. 3. There is a significant difference between the two rated averages of the scores of both the experimental and the control groups, in favor of the experimental group on the second dimension of the scientific literacy test. 4. There is a significant difference between the two rated averages of the scores of both the experimental and the control groups, in favor of the experimental group on the third dimension of the scientific literacy test. 5. There is statistically significant difference between the two rated averages of the scores of both the experimental and the control groups, in favor of the experimental group on the fourth dimension of the scientific literacy test.

* Recommendations of the study: The present study recommends the following: 1. The importance of involving the dimensions of the scientific literacy into the content of the primary school curricula, with paying attention to balancing the various dimensions in order not to dominate one dimension on the other. 2. Reviewing the content of the science curriculum at the various educational stages, and developing - 15 -

them in the light of the world Projects, particularly "Project 2061". 3. Using the integrative approach in teaching in the light of what the study revealed regarding the effectiveness of integrating science, math, and technology in developing scientific literacy. 4. Science curricula should intensively focus on the main important issues, in the light of the "Project 2061" principles. 5. it's highly necessary to keep integration among the various types of knowledge when designing curricula in the light of the recommendations of the "Project 2061". 6. Emphasizing the use of team work approaches and co-operative learning to ensure effective participation on the part of individual learners. 7. Emphasizing the importance of acquiring the students' acquisition of scientific habits of mind. 8. Giving the preparation of teachers much consideration through giving them training courses, qualifying them to interact positively with the modern scientific and technological developments, and developing their abilities to teach the developed curricula, aiming at the scientific literacy.

* Suggestions for Further Research: The study suggests doing the following future researches: 1. Studying the effectiveness of a suggested curriculum in the light of "Project 2061", in - 16 -

science, and in social studies to develop scientific literacy of students at the prep school. 2. Developing the science curriculum of the prep, and secondary school through developing scientific literacy in the light of "Project 2061". 3. Conducting studies to analyze the content of the science curriculum, and other subjects in the light of "Project 2061" at different educational stages. 4. Developing measures and tests of scientific literacy in the light of "Project 2061". references

1. AAAS., (1990). Project 2061, Science for All American, Oxford University Press, New York. 2. AAAS., (1993). Project 2061, “Benchmarks for Science literacy, Oxford University press, New York. 3. Gaudia,Shelley., (2000). "AAAS Project 2061", about Bazler, J. & Charles, M., (1993). "Project 2061. A University Model", Journal of Science Teacher Education, Vol. 4, No. 4, P. 104-108. 4. Kesidou, & et. al., (2002). "How Well Middle School Science Programs Measure up? Findings from Project 2061 Curriculum Preview, Journal of Research in Science Teaching, Vol. 39, No. 6, P. 533-549. Aug.

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5. Nelson, George, D., (1999). Science literacy for all in the 21st Century; Educational Leadership, Vol. 57, Issue. 2, p. 14. 6. ________________ (2002). Helping Educators Improve Teaching and Learning in Science, Math and Technology for the 21st Century, American Association for the Advancement of Science (AAAS) Project 2061 up Date (2001-2002). http.//www. Project 2061.Org.

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