Instructional designs to promote scientific literacy on students and teachers: A review study

Abstract

Scientific literacy is one of the essentials literacies in twenty-first century world and 4.0 industrial revolutions. Indonesian students' scientific literacy based on the result of PISA 2015 and PISA 2018 was not in the satisfying level yet. This study provides several instructional designs that proved could promote students' and teachers' scientific literacy. This review study was carried out by reviewing 15 international articles. Instructional designs that could improve student's scientific literacy based on the studies were discussion method on scientific topic, connecting science learning with culture through personal science writing, effective argumentation on an energy-related environmental issue, literacy-infused and inquiry-based science learning, student worksheet based on education for environmental sustainable development, modified problem-based learning, project-problem based learning, pop-culture hook and authentic challenge-based learning, the differentiated instruction, structured primary literature project, teaching material based on science literacy, and STSE learning approach. Instructional designs and program to improve teacher or teacher candidate's scientific literacy were well-constructed teacher training programs, intensive and multiple approaches teaching, instruction with Toulminian model of argumentation on the application of STEM discoveries.