Teaching catalysis and scientific literacy: An evaluation of a lesson series for teaching scientific literacy through catalysis to Dutch pre-university students
Summary
A five part lesson series has been created and tested for the teaching of scientific literacy through catalysis to Dutch pre-university students aged 15 and 16. Considering the lack of a single clear definition of scientific literacy available, a new definition was created with the explicit aim of taking into account its practical applicability to the current research. The lesson series was created in large based on previous research, though keeping in mind the created definition of scientific literacy and by extension theories on and related to transfer of training and the framework created by Marks & Eilks (2009) with the explicit purpose of teaching chemistry and scientific literacy. The module was then tested for student motivation following the questionnaire based on the self-determination theory by Vansteenkiste et al. (2009), and succeeding in teaching scientific literacy, which included efficacy for teaching catalysis, by qualitative analysis of a written group assignment using an extended version of Toulmin’s model of argumentation. Explanations regarding the results were further supplemented with observations, informal interviews, and an individual written assignment the students had to hand in. With t(31) = 2.177, p = 0.037 the quality of student motivation was found to be lowered over the course of the module with a medium effect size, specifically relating to the identified regulated motivation which was the only significantly changed motivational profile with t(31) = 2.447, p = 0.02, and a medium effect size and negative trend as well. The qualitative analysis showed the students having effectively practiced with scientific literacy as found through explicit mentions in their group assignment related to scientific literacy. The individual assignment further supported this. Overall, the lesson series turned out to be successful, though there is certainly room for improvement especially related to preventing misconceptions in students regarding catalysis, maintaining a high quality of motivation, and improving tools and methodologies for testing scientific literacy.