CODIGO COMISIONES NATURALEZA establecido en el contrato

In relation to the description of literacy given above, Harlen and Qualter (2004:61) define scientific literacy as the overall aim of learning science which indicates competence in science. They refer to scientific literacy as a level of competence in understanding and using knowledge of science that is needed to be a functional and effective member of the society. In the South African education context which is guided by the RNCS (2002), the three Learning Outcomes of the Natural Sciences Learning Area aim at developing scientific literacy through scientific investigations (that develop the learner’s process

skills), science knowledge construction (when learners show their understanding by developing and applying science knowledge) and appreciation of the natural environment (when learners develop an appreciation of the relationships between science, society and the environment) (Langenhoven, 2005:283; RNCS, 2002). In simple terms, scientific literacy refers to the development and use of process skills and competence to apply science knowledge in different situations. Such competence should mirror the learners’ understanding of the natural world (i.e. the relationship between science, society and the environment).

According to Harlen & Qualter (2004:64) scientific literacy has four components: concepts or ideas, processes (process skills), attitudes and understanding the nature of scientific knowledge. Firstly, the concepts enable the learners to understand and make sense of new experiences by linking them to their prior knowledge, while the processes that include mental and physical skills are used to obtain and interpret information for better understanding. As defined in the RNCS (2002:13) document, process skills refer to the learner’s cognitive activity of creating meaning from new information and experiences. The learners’ process skills can be stimulated through tasks that require learners to make observations, measure, record information, classify, interpret, predict, conduct investigations, and many others (RNCS, 2002: 13 – 14). Lastly, attitudes or dispositions determine the learner’s willingness and confidence in learning, and all these components assist the learner to gain a better understanding of science and its limitations (Harlen & Qualter, 2004:64).

The achievement of scientific literacy does not depend on the development of the four components mentioned above only, but on a number of other factors such as the curriculum, the teaching and learning process, the language(s) used in science teaching and learning, and others. In relation to the new South African curriculum (RNCS), for instance, the science content (Grade R – 12) must cover these areas: Life and Living, Energy and Change, Planet Earth and Beyond and Matter and Materials (RNCS, 2002:6). The implication is that these areas should be dealt with in the classroom in a manner that will reinforce the learners to use their process skills in order to understand and make meaning of what they are learning. Therefore, the teaching strategies and the language

used by the teachers in the classroom may determine the learners’ understanding of science concepts as well as their attitudes towards learning. In other words, if the teachers interact with the learners in an interesting way, and through a language they all understand, it is likely that such an environment can reinforce the learners’ positive attitudes towards learning.

In view of the above definitions, Ogunniyi (2005:123) sketches the benefits of scientific literacy in a society. These benefits include society’s ability to participate successfully in a world of science and technology; using scientific and technological knowledge to formulate policies and to make informed decisions, solve problems and improve quality of life; coping with rapid changes due to advanced science and technology and using technology and science to achieve cultural revolution. At the centre of scientific literacy is the language of instruction.

As discussed in depth in Chapter 2, many African countries still use foreign languages as media of instruction which may be second or third languages to learners. According to Ogunniyi (2005:132) the “Europeanization phenomenon” has negative implications for science and technology education. He mentions the results of a survey with Grades 7 - 9 learners in South Africa which tested learners’ understanding of 22 science concepts taken from the science syllabus. The results of this study revealed that learners had linguistic problems which ranged from grammatical errors, inability to respond to questions correctly, lack of comprehension skills and inability to explain clearly what they knew (Ogunniyi, 2005:133).

To achieve scientific literacy in the first Learning Outcome (LO 1: Scientific investigations), for example, the learners have to investigate relationships in scientific, technological and environmental contexts (RNCS, 2002:16). The learners have to plan and conduct investigations. At the end of the investigations they should evaluate the data and communicate the findings. The specific duties to be performed differ according to grades. For instance, in communicating the findings, Grade 4 learners must “talk about observations and suggest possible connections to other situations.” In Grade 5 a learner has to: “report on group’s procedure and the results obtained” while a Grade 6 learner is

expected to: “relate observations and responses to the focus question.” (RNCS, 2002:16– 17).

From the foregoing discussion, it can be deduced that literacy has to do with education and development. Scientific literacy, in particular, depends on language competence to make meaning of scientific concepts. Actually, Einstein (2002:6) claims that science and language are interdependent.

Science strengthens literacy skills by infusing them with meaning and purpose, while literacy skills strengthen science learning by giving students the lens of language through which to focus and clarify their ideas, conclusions, inferences, and procedures (Einstein, 2002:6).

This implies that for learners to make meaning and apply what they have learnt, they should have understood the language used to communicate science knowledge. Also, to conduct scientific investigations and communicate their findings effectively, they should have a good proficiency level in the language of communication. The stronger a learner’s literacy skills, the stronger the learner’s grasp of science will be (Einstein, 2002:4).

Of concern in this regard, however, is whether the learning will be effective if the learners communicate through a language they do not know well enough. The question that can be asked is whether scientific literacy can be achieved if the learners are not proficient in the language of instruction. This follows Thornton’s (1986:43) point of view that meaning is embodied in language, and therefore, sophisticated or effective communication is possible between people who share the same language. In relation to the use of a foreign language in science teaching Ogunniyi (2005:133) also raises the same questions:

(i) How does a second/third language learner resolve the conflict created when his /her intuitive and commonsensical language clashes with the complex language of school science/technology?

(ii) How does a second/third language learner perceive the hidden cultural meaning in a text?

(iii) How does she adapt her personal and creative language to the impersonal language of science?

(iv) How can this foreign language be made accessible to her?

(v) How can they acquire this language in such a way that it facilitates rather than retards their thinking? (Ogunniyi, 2005:133).

All these questions are relevant in this study as they trigger answers which will be revealed by data presented in Chapter 6. These questions tie in with science teaching and learning and some of them will be addressed in Chapters 7 and 8. In 4.4 below scientific literacy is discussed as part of the Natural Sciences Learning Area in order to understand the kind of teaching and learning which is envisaged in this Learning Area.