Research On The Mechanism Of ICT’s Influence On Development Of Scientific Literacy

In the 21st century,the rapid development of information and communication technology has promoted industrial transformation,and has also profoundly affected the direction of science education development and teaching reform.Exploring the mechanism of ICT’s influence on the effectiveness of science education is a necessary means to effectively implement the national education informatization development strategy,optimize the clinical application of information technology in science education,and promote the healthy development of science education.International science education takes the cultivation of scientific literacy as the reform orientation.Therefore,this research focuses on the relationship between ICT and scientific literacy.Using the data of PISA,we explore the impact of ICT on the development of scientific literacy of students in China,Japan,Singapore,and Finland in order to promote the overall implementation of China’s education informatization strategy,promote the development of scientific curriculum and teaching theory research,and standardize the in-depth integration of ICT and scientific teaching practice.The research mainly includes the following parts:The first part analyzes the development trend of international science education and points out that ICT is a powerful external driving force to promote the transformation of science education paradigm.Then we briefly introduce PISA’s ICT and scientific literacy evaluation framework,and analyzes the research status of the influence mechanism between ICT and scientific literacy based on PISA data around the world,and points out the deficiencies of the research.Finally,the significance of this research is explained.The second part is the overall planning and design of the research,including defining the core concepts,explaining the theoretical basis,identifying research questions,formulating research goals,selecting research methods,and analyzing research ideas.The third part adopts classic statistical testing methods to compare the international differences between ICT variables and students’ scientific literacy,gender and urban-rural differences between ICT variables and students’ scientific literacy,and national differences in ICT use patterns.The fourth part adopts the method of multilevel linear regression analysis to construct a nested model of individual students and schools,and explore the influence factors of ICT on students’ scientific literacy in the four countries.The fifth part adopts the structural equation model,and selects six latent variables and one observation variable from five types variables:ICT availability,ICT emotional perception,ICT use for learning,scientific attitude,and cognitive level of scientific literacy,to construct structural equation model.We analyze the path of influence between ICT and the scientific literacy of students from the four countries.The sixth part summarizes the conclusions of this study,and proposes targeted opinions for the development of ICT and science education.In general,this research found that there are still hardware deficiencies and obvious urban-rural gaps in the development of education informatization in China;students’ ICT use still lacks guidance and regulation;students’ ICT emotional attitudes and scientific attitudes have significant international and gender differences;there is an intricate relationship between ICT and scientific literacy,and countries with different cultural backgrounds have different influence mechanisms;the adverse effects of ICT social interaction need to be overcome;the deep integration of ICT and science teaching is still lacking;the awareness and ability of science teachers to carry out innovative inquiry teaching with ICT intergration is relatively weak;family ICT and science education still lack attention.Starting from the macro policy level,the research believes that the future development strategy of education informatization should be promoted to bridge the digital divide;and should encourage the co-construction of informatized education resources and promote the integration and sharing of high-quality resources.At the level of meso courses,in the future,we should pay attention to the epochal nature of curriculum theory,promote the development of informatization of curriculum reform;strengthen the professional development of science teachers informatization in order to build a high-quality team.At the micro teaching level,the use of ICT should be standardized in the future,and the deep integration of ICT and science teaching should be promoted;an autonomous and supportive learning environment should be created to cultivate students’ positive ICT emotional attitude;attention to gender differences in ICT and scientific literacy;promote learning exchanges and cooperation,correct the adverse effects of ICT social interaction;innovative scientific inquiry teaching,stimulate ICT learning behavior and scientific selfefficacy;strengthen family ICT learning guidance,and enhance parents’ information literacy and scientific education awareness.