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Building scientific literacy in HIV/AIDS education: a case study of Uganda

Journal Article


Abstract


  • The term scientific literacy is defined differently in different contexts. The term literacy simply

    refers to the ability for one to read and write, but recent studies in language literacy have extended

    this definition. New literacy research seeks a redefinition in terms of how skills are used rather than

    how they are learned. Contemporary perspectives on literacy as a transfer of learned skills into

    daily life practises capture the understanding of what it means to be scientifically literate. Scientific

    literacy requires students to be able to use their scientific knowledge independently in the everyday

    world. Some models for teaching towards scientific literacy have been suggested including inquiry-

    based learning embedded in constructivist epistemologies. The inquiry-based model is posited to

    be effective at bringing about in-depth understanding of scientific concepts through engaging

    students’ preconceptions. In order to establish whether directly engaging students’ preconceptions

    can lead to in-depth understanding of the science of HIV/AIDS, a case study was designed to

    elucidate students’ prior knowledge. From questionnaires and classroom observations, Ugandan

    Grade 11 students’ persistent preconceptions were explored in follow-up focus group discussions.

    The inquiry process was used to engage students with their own perceptions of HIV/AIDS during

    the focus group discussions. Findings suggest that students need to dialogue with each other as

    they reflect on their beliefs about HIV/AIDS. Dialogue enabled students to challenge their beliefs

    while making connections between ‘school’ and ‘home’ knowledge.

UOW Authors


  •   Mutonyi, Harriet (external author)
  •   Nielsen, Wendy
  •   Nashon, Samson (external author)

Publication Date


  • 2007

Geographic Focus


Citation


  • Mutonyi, H., Nielsen, W. & Nashon, S. (2007). Building scientific literacy in HIV/AIDS education: a case study of Uganda. International Journal of Science Education, 29 (11), 1363-1385.

Scopus Eid


  • 2-s2.0-34547681530

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/717

Has Global Citation Frequency


Number Of Pages


  • 22

Start Page


  • 1363

End Page


  • 1385

Volume


  • 29

Issue


  • 11

Abstract


  • The term scientific literacy is defined differently in different contexts. The term literacy simply

    refers to the ability for one to read and write, but recent studies in language literacy have extended

    this definition. New literacy research seeks a redefinition in terms of how skills are used rather than

    how they are learned. Contemporary perspectives on literacy as a transfer of learned skills into

    daily life practises capture the understanding of what it means to be scientifically literate. Scientific

    literacy requires students to be able to use their scientific knowledge independently in the everyday

    world. Some models for teaching towards scientific literacy have been suggested including inquiry-

    based learning embedded in constructivist epistemologies. The inquiry-based model is posited to

    be effective at bringing about in-depth understanding of scientific concepts through engaging

    students’ preconceptions. In order to establish whether directly engaging students’ preconceptions

    can lead to in-depth understanding of the science of HIV/AIDS, a case study was designed to

    elucidate students’ prior knowledge. From questionnaires and classroom observations, Ugandan

    Grade 11 students’ persistent preconceptions were explored in follow-up focus group discussions.

    The inquiry process was used to engage students with their own perceptions of HIV/AIDS during

    the focus group discussions. Findings suggest that students need to dialogue with each other as

    they reflect on their beliefs about HIV/AIDS. Dialogue enabled students to challenge their beliefs

    while making connections between ‘school’ and ‘home’ knowledge.

UOW Authors


  •   Mutonyi, Harriet (external author)
  •   Nielsen, Wendy
  •   Nashon, Samson (external author)

Publication Date


  • 2007

Geographic Focus


Citation


  • Mutonyi, H., Nielsen, W. & Nashon, S. (2007). Building scientific literacy in HIV/AIDS education: a case study of Uganda. International Journal of Science Education, 29 (11), 1363-1385.

Scopus Eid


  • 2-s2.0-34547681530

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/717

Has Global Citation Frequency


Number Of Pages


  • 22

Start Page


  • 1363

End Page


  • 1385

Volume


  • 29

Issue


  • 11