تقييم مستويات الثقافة البيولوجية في ضوء مشروع دراسة مناهج البيولوجيا و إطار بايبي لدى طلاب الصف العاشر في الأردن

الملخص EN

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%.