1. Thailand Definition of Literacy
and scientific literacy
Chokchai Yuenyong, Nuchwana Luanganggoon,
Pattamaporn Pimthong, Pilunthana Supadol
Khon Kaen University, Thailand

2. Literacy
 Language Literacy
 Thai Literacy
 English Literacy
 Scientific Literacy

3. Language Literacy
 Learners will also be able to acquire knowledge
for continuous lifelong self-development. We
can define language as a system of arbitrary
signs agreed to by a community of users,
transmitted and received for a specific purpose,
in relation to the shared world of the users.
Written language is one code of language.
Hence, whatever is discussed about language
in general has implications for understanding
reading and writing.

4. Scientific Literacy
 Literacy is not only the ability to read, write,
and communicate own thinking, but ability to
formulate questions, describe, and explain
about natural phenomena. The literacy which
emphasizes on the questions from curiosity
about everyday experiences and tries to find
the ways to answer those questions is scientific
literacy.

5. Scientific Literacy
 According to Osborne (2000) and Hodson (2003),
scientific literacy can be perceived in four different ways
including:
 (1) cultural: developing the capacity to read about and
understand issues relating to science and technology in the
media;
 (2) utilitarian: having the knowledge, skills and attitudes that
are essential for a career as scientist, engineer or technician;
 (3) democratic: broadening knowledge and understanding of
science to include the interface between science, technology
and society; and
 (4) economic: formulating knowledge and skills that are
essential to the economic growth and effective competition
within the global market place.

6. Scientific Literacy
A common view of scientific literacy in
Thailand, is that of a person:
 (1) who holds understanding of scientific
knowledge and the relationship between
science, technology, society, and environment;
 (2) engages in thinking process and reasoning
to investigate knowledge;
 (3) possesses scientific habits of mind for living
(Yuenyong and Narjaikaew, 2009).

7. Grade 1 Students’ Thai Literacy
 This study aimed to clarify students’
ability to communicate and learning
for applying in everyday life.

8. Methods
 Interviewing about their learning

9. Observation, artifacts, context

10. Methods
Observation, artifacts, context to
interpreted students’ abilities:
 Ability of reading,
 writing, listening,
 watching, and talking,
 Thai grammar and,
 Thai literture

11. Grade 6 students’ thinking and decision
making about food and nutrient
 This study aimed to interpret Grade 6
students’ thinking and decision
making in Learning about food and
nutrient through STS approach


13. STS Food and Nutrients Unit
 Identification of social issues stage - Science Technology
and Society (STS) approach bring the STS issues to
learning about food and nutrients

14. STS Food and Nutrients Unit
 Identification of potential solutions stage - Science
Technology and Society (STS) approach bring the STS
issues to learning about food and nutrients

15. STS Food and Nutrients Unit
 Need for knowledge - STS issues suggest them to
inquiry about food and nutrients

16. STS Food and Nutrients Unit
 Need for knowledge - STS issues suggest them to
inquiry about food and nutrients

17. STS Food and Nutrients Unit
 Decision making stage -STS issues allowed students to
make decision for designing possible solutions for STS
food and nutrients issues
 Socialization stage – validate their reasons and
designing in society.

18. Students’ thinking and decision
making about food and nutrients
were interpreted from students’
 questioning,
 dialogue,
 tasks,
 reasoning and
 designing