Isa Hadjiali
Sofia University
Teodora Kolarova
University of Plovdiv “Paisii Hilendarski”
https://doi.org/10.53656/str2024-5-5-nat
Abstract. The article describes a study focused on assessing in what extent main aspects of the scientific literacy are represented in the school curricula of the subjects The Human and the nature” V – VI grade and Biology and health education VII – X grade (junior high school stage and first high school stage). According to the purpose, a content analysis was used as an appropriate method of this particular research. The analysis was directed on four dimensions of the scientific literacy – cognitive-epistemic, functional, social and metacognitive. To investigate how and in what extent these dimensions are presented in the curricula, we analyzed three components: 1) expected outcomes of the training in the subject by areas of competence; 2) expected outcomes by themes of school content for each subject; 3) activities and cross-curricular connections for acquisition of key competences. The results of the study showed that curricula for both stages placed a greatest emphasis on the functional dimension of the scientific literacy (skills and abilities) than the cognitive aspect (factual and conceptual knowledge) and the social dimension (attitudes). But at the same time, other valuable aspects of the scientific literacy such as epistemic knowledge (e.g., knowledge of the nature of science) and metacognitive dimension (e.g., metacognitive knowledge and metacognitive skills) are much less represented in these curricular documents.
Keywords: content analysis; school curricula; scientific literacy
Свързани статии:
The Scientific Literacy in Bulgarian Education Standards Documents (Junior High School Stage)
Digital Competence and Science Education in Bulgarian Secondary School: Curriculum Analysis
Development of Digital Competencies in the Compulsory Education in Computer Model-
ling and Information Technology in Secondary School
Development of Digital Competencies in the Compulsory Education in Information Technology in Secondary School
