Scientific Literacy and Scientific Attitude among Students at the Higher Secondary Level

Abstract

The growing importance of scientific issues in our daily lives on global, national, and local levels demands an insight into science and a willingness to engage in the socio-scientific debate on an informed basis. Recently, Roberts (2007) wrote a major review of the field in which he organizes the various perspectives. His main categorizations are helpful in applying perceptions of scientific literacy to both the construction and facilitation for further. The inclusion of the means or processes by which scientific content is acquired and used is an important addition to current perspectives on the nature of scientific literacy. This means that the scientifically literate person is able to effectively use processes such as observation, inference, hypothesis generation, prediction and experimentation to both create and understand scientific content. The present study is an attempt to study relationship between Scientific Literacy, Scientific Attitude taken as dependent variables and Scientific Aptitude, Scientific Creativity taken up as independent variable among Higher Secondary girls students.540 girls students of Science and Non Science group in Girls Higher Secondary and Co-Education Higher Secondary School were drawn from two districts namely Trichy and Pudukkottai. Samples were drawn from three different types of management namely Government, Government aided, and Private schools to make comparative analysis. The tools to assess students were framed by the investigator Rasani (2014). The findings reveal that there exist significant relationship among the dependent and independent variables taken for the study. newline