Natural scientific literacy in biology assignments formed by the teacher

DOI: 10.15293/1812-9463.2103.11

УДК 372.857

Pimonova Elena Yuryevna

Candidate of Biological Sciences, teacher of Biology and Chemistry, MAOU «Gymnasium No. 7 “Sibirskaya”», Master’s student of the Department of General and Theoretical Physics, Institute of Physical and Mathematical, Information and Technological Education, Novosibirsk State Pedagogical University, Novosibirsk. ORCID ID: E-mail:

Rybakova Tatyana Vasilevna

Senior lecturer, Department of General and theoretical physics, Novosibirsk state pedagogical University. ORCID ID:


The article is devoted to the actual problem of independent construction by teachers of tasks for the formation and assessment of the formation of natural science literacy within the content of the school biology course. Natural science literacy is component of functional literacy – the central concept of the modern approach to determining educational achievements in the world practice of research of educational systems of different countries. The purpose of the article is to present the results of the study of identifying problems and approaches to the design of tasks aimed at the formation of natural science literacy within the framework of the educational subject “biology”. For this purpose, the concepts of tasks for the formation and assessment of the formation of natural science literacy in the framework of the PISA study are considered, as well as strategies for constructing such tasks are developed. The paper provides an example of step-by-step implementation of the developed strategies, author’s tasks with detailed characteristics of the questions. Based on the results of the study, conclusions were formed that it is possible to distinguish sequence of actions for designing tasks and the availability of these actions for teachers. The experience of designing tasks will have positive impact on the efficiency of including tasks in the educational process.

Keywords: functional literacy, natural science literacy, PISA, competence, cognitive level, context, knowledge.



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