Abstract
This study aims to assess the levels of nominal, functional, conceptual, and multi-dimensional biological literacy of the tenth grade students in Jordan. To achieve these objectives, the researcher used the descriptive analytical method on a sample consisting of 170 students that were selected randomly. Based on theoretical frameworks by Bybee (1997) and the BSCS (1993), different assessment tools were developed, which measured students’ ability to: recognize the biological concepts (nominal literacy); define some biological concepts (functional literacy); connect between biological concepts to explain biological phenomena (conceptual literacy); and use their knowledge in biology to read and understand a short article (multi-dimensional literacy). The results show that the students have a high level of a nominal biological literacy and a weak level of multi-dimensional literacy. It also shows that the percentage of correct biological concepts and the explanation of the biological phenomena for all the students is less than 60%.
Recommended Citation
Jarrah, Zeyad
(2018)
"Assessing 10th Grade Student's Levels of Biological Literacy in Light of the Biological Science Curriculum Studies and bybee Frameworks in Jordan,"
An-Najah University Journal for Research - B (Humanities): Vol. 32:
Iss.
4, Article 5.
Available at:
https://digitalcommons.aaru.edu.jo/anujr_b/vol32/iss4/5