METHODOLOGY FOR DEVELOPING SCIENTIFIC LITERACY SKILLS THROUGH THE INTEGRATION OF HPL, STAR LEGACY AND GRASPS

Abstract

Remembering scientific concepts does not by itself ensure that school students can use them to make reasoned decisions in everyday situations. Scientific literacy requires connected capabilities to explain phenomena, plan investigations, interpret data and evidence, evaluate information sources, communicate conclusions and transfer learning. This article systematises a methodology for developing these skills on the basis of the first and second chapters of the author’s dissertation. The contribution is theoretical and design-oriented, combining conceptual analysis, functional comparison of methodological approaches, pedagogical modelling and evidence-oriented task design. The methodology is contextualised for Grade 6 integrated science education. Four interconnected blocks are specified: goal-setting, content, organisational-activity, and diagnostic-outcome. HPL establishes the quality criteria of the learning environment; STAR Legacy organises problem-based inquiry; and GRASPS defines the authentic task, intended product and success criteria. Implementation follows six connected phases: diagnostic activation, problem formulation, investigation and information inquiry, evidence construction and checking, product development and defence, and transfer with reflection. A heat-retaining container task illustrates the connections among a testable question, fair comparison, data representation, an evidence-based recommendation and application in a changed context. Assessment combines a five-dimension analytic rubric with individual process evidence, graduated scaffolding and opportunities to revise work after feedback.