Journal Review 1: Group Assignment The journal entitle Science Literacy for all: More than a Slogan, Logo,

or Rally Flag wrote by Larry D. Yore from Department of Curriculum and instruction,

Faculty of education, University of Victoria, Victoria, BC, Canada. 1. Introduction Nowadays Science education gives a standard to countries. Quality of science education determined the engineers and scientist the country produces. Ford et al.1997 and Hand et al. 2001 says that Science Literacy issues begin in early 1960s based on cold war political agenda. The people who were considered to be responsible in promoting Science Literacy are Teacher. Two most important thing for teachers were to find out what students know and to asset them on what they have learn to a better learning or so called Assessment for leaning.

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Definition There are many interpretation of Science Literacy, Vision III interpret Science Literacy composed of two interacting clusters of cognitive, affective communicative and technological abilities related to Science on fundamental sense of being literate person in science and derived sense of understandings flowing from human endevours to nature and naturally occurring events that allow for fuller participation and engagement of science in social context(Yore L.D., 2012). From the definition it was clearly state that science literacy involved the interacting of its fundamental sense and derived sense, both interchangeably related and cannot exist dependently.

Journal Review 1: Group Assignment 3. Importance of Science Literacy In order to be Literate in Science a student must visualize science as inquiry, argument and able to construct knowledge, claims and explanations of pattern in nature and naturally occurring events. Science literacy found in nature of Science and the communicative, constructive and persuasive functions of language for scientist doing and student learning science.

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Main Arguments What happen today was the ability of teacher to ensure Science Literacy among their students. The Science Literacy of teacher are low instead of they are teaching for assessment. Misconception on Science Literacy will reduce credibility of academic science or education

communities. This will also inaccurately reflect nature of contemporary science enterprises. The misconception of science literacy also will affect the foundation of school curricula and achievable goal for instruction.

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Application of Science Literacy Science Literacy involved two interacting senses mainly

fundamental sense and derived sense. Fundamental sense of science literacy are cognitive and metacognitive abilities, Critical thinking

(Plausible reasoning), Habits of mind, Scientific language arts and information communication technologies. Derived sense are

understanding the big ideas and unifying concepts of science, nature of

Journal Review 1: Group Assignment science, scientific inquiry, technological design and relationships among science, technology, society and environment(STSE)(Yore et al, 2007). 6. Implication in teaching To understand the meaning of science literacy gives big impact towards teaching and learning in science. The conventional ways of teaching science must be taken into consideration such as focusing too much on hands-on activities which is necessary but cannot be used alone. This is due to the effect of the activities which in some extent do not support student learning and meaningful science understanding (Yore L.D., 2012). First implication are the realization that minds-on experiences. This involves the activity of exploratory talk, argumentation and negation which act as scaffold on hands-on activities(Hand et al, 2010). Next implication are science inquiry programs which involved learning cycle. This learning cycle involved 5E approach that engage, explores, explains, extends and evaluate students learning. This 5E approach was applied in tasks or instruction given to student focused on constructing knowledge, requisite abilities and metacognition to enhance understanding and develop discipline-specific language functionality. Another implication is replacing separate basal reading and science program with a textbook-based, science content and comprehension of informational text. A simple implication is the maximise use of Science notebooks by students to record their inquiry experiences, collecting data, interpreting data, process experiences, reprocess experiences, mental images,

Journal Review 1: Group Assignment representations, document construction of ideas in writing, monitor and regulating their own understanding. In integrating language, Science Writing Heuristic (SWH) approach use during teaching. Its a practical shift from laboratory work as replication and production typical science reports to student-focused experience and construction of knowledge which integrating nature of science, inquiry and argumentation (Hand, 2007; Hand and Keys, 1999). In SWH students need to pose question, make claims based on evidence, consulting experts and reflect on changes of their original thinking. Students learning role increases in this approach whereas teacher role just as facilitator (Hand et al., 2009; Norton-Meier et al, 2008). Last implication is the representational competencies learning science focused on two broad areas which is designing and interpreting effective texts for students and student-generated representations as basis for science learning(Ainsworth et al, 2011; Prain and Waldrip, 2010)

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Relevant to Science education in Malaysia In order for Malaysia to survive, Malaysia also need to take consideration on level of Science literacy of its people. To do this is through the basic education system which need to be revised by referring to many country that have high science literacy among its people. To ensure the level of Science literacy Malaysia need to construct new framework based on the nature of modern science, changing the pedagogical approach not based just seeing the student performance but the quality of student

Journal Review 1: Group Assignment performance and to have generalist and specialist teacher for science ensuring effective instruction during teaching.