The effect of embedding multimodal representation in non-traditional writing task on students’ learning in electrochemistry

Abstract

Current movements to reform science curriculum view scientific literacy as their central goal. Many countries have made radical changes to their curricula to achieve scientific literacy for all students. Within these reform movements, curricula are designed to allow individuals to cope with the changes in science, technology and society (Hurd 1998). In Turkey, for example, there is more emphasis on scientific literacy in school science curriculum than there was before 2000. The Turkish curriculum reform movements in 2000, 2004 and 2013 concerning the elementary and secondary science curricula all emphasized scientific literacy. In the reforms of 2000 and 2004, a scientifically and technologically literate person was defined as a person who (a) understands the scientific nature of knowledge; (b) understands the basic science concepts, principles, theories and laws, and utilizes them appropriately; (c) utilizes science process skills during problem-solving and decision-making; (d) understands the interaction among science, technology, society and environment; and (e) develops his/her scientific and technical psychomotor skills (Ministry of National Education [MNE] 2000, 2004). In addition to the changes to the elementary science curriculum, the high school chemistry curriculum was also revised with the same vision (MNE 2007). Although the reform movement in the Turkish curriculum aimed to promote science literacy in a large scope, important components of literacy and language appear to have received minor emphasis.