Cal Poly’s Writing Arguments in STEM course provides students with technical and argumentative wrting skills and proper formatting for documentation in regards to STEM information to guide their writing process. The class provides a way for students to improve thier literacy through daily readings and practical scientific literacy through the research conducted for the argumentative STEM essays written in class. This webpage is a resource that presents the purpose, importance, and applications of practical scientific literary.
Practical literacy is the ability to make daily decisions, big or small, using your knowledge of literacy and comprehension. Understanding the definition of practical literacy, practical scientific literacy is the ability for people to integrate scientific principles and knowledge into their daily lives. Practical scientific literacy does not just mean to understand “basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understanding of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science” ("National Academies of Sciences, Engineering, and Medicine" np). Unknowingly, practical scientific literacy has influenced the most basic menial tasks to important life choices people make on a daily basis. Simple acts such as washing your hands, taking a shower, cleaning the dishes are all driven by practical scientific literacy. People do these actions to keep themselves and the things around them clean which is good for their health and wellness
Hygiene is a condition in which health is maintained and diseases are prevented. This is a simple definition of hygiene, yet a bigger understanding is able to be obtained. For many, only the basics of hygiene are considered, such as brushing teeth and washing. However, instead of emphasizing these routine practices, skill sets can be created to combat more issues regarding hygiene which in turn leads to knowledge that lets people know that a lack of conscientiousness contributes to many of the misunderstanding within hygiene. If an awareness can come about with regards to hygiene, then people will know to not only always prepare their food adequately before consuming, but to still keep in mind the other aspects of hygiene that are often forgotten or not thought of as much. All of this creates the full realization and makes sure that health is always maintained and disease and lingering bacteria is prevented as much as possible.
Practical scientific literacy cannot be undermined in education. In schools, practical literacy prepares students for strong social involvement as well as provides an opportunity for a wide range of employment options. Practical literacy fosters additional education by cultivating an attitude of lifelong learning. This form of literacy connects knowledge attained in schools to individual lives. Students are able to apply what they learned in educational settings to diverse aspects of life, allowing individual growth.
Hands-on experiments and real-world problem solving are used in the classroom to promote practical scientific literacy. Cal Poly’s slogan, Learn by Doing indicates practical literacy as the educational model's focal point. Rather of assessing students only on theory, teachers frequently give projects that require students to address real-world problems and connect theory to applications. (Sorvik 275). For example, in engineering, one would be asked to build a basic machine. The project would challenge them to use theoretical principles learnt in the classroom, such as components of physics, to create a machine that fulfills a practical function. This hands-on project reinforces academic information while also demonstrating the student's ability to apply scientific ideas to real-world challenges.
Outside of the classroom, actions such as research participation, scientific problem solving, and participation in science-related hobbies reflect practical scientific literacy. Some individuals, for example, contribute to biodiversity monitoring by recording and sharing observations of plants, animals, and other living species in their local surroundings using platforms such as iNaturalist. Users can upload photographs and information about a bird, a wildflower, or an insect, which are then added to larger databases used by specialists for ecological research and conservation efforts. (Loarie np). This hands-on approach to nature allows a diverse group of people to explore and appreciate the variety around them while also actively participating in research endeavors. These experiences allow individuals to apply scientific ideas in real-life circumstances, resulting in a more educated and informed population.
Practical science literacy applies to understanding representations of data. For example, the chart to the left, adapted from the statistical data company Statista, shows how long a computer would take to guess passwords based on their complexity (Buchholz, np). To increase the complexity of a password, it must include characters from a more extensive set, such as lowercase letters, uppercase letters, numbers, and symbols. As the number of characters in a password increases linearly, the number of possible combinations increases exponentially. Readers demonstrate practical literacy by realizing that long passwords with various characters are complicated for computers to crack and adjusting to this criteria to improve their digital security. In this case, applying practical literacy protects readers’ personal information, such as government identification numbers and bank account credentials.
The images to the left are screenshots of a European Southern Observatory article titled “Astronomers Reveal First Image of the Black Hole at the Heart of Our Galaxy” (European Southern Observatory, np). Unfortunately, although the article's content may be fascinating, the organization as a webpage is poor:
The text is in a small font with little space between paragraphs. Without headings or images to separate the content into sections, readers are likelier to skip words, sentences, and paragraphs.
The images are located on the right side of the page, leading readers’ attention away from the content rather than acting as visual aids.
When using a visual medium, such as a webpage about practical science literacy, technical writers should avoid creating a “wall of text.” Unlike an academic essay, sections should be distinct, and paragraphs should be brief, enabling readers to find information quickly. If applicable, images should create occupied space to separate sections.
Here are some writing tips to properly and effectively convey scientific material in essays
Define any key scientific terms that may be unfamiliar to your audience
Avoid using complex, hard to understand terminology
Make sure to properly cite and document your scientific information
Try to use analogies or real-world examples to help your audience understand scientific topics
As technical writers in ENGL 147 and beyond, Cal Poly STEM students are responsible for conveying accurate information to readers clearly and concisely. Students should apply science literacy in their research, consulting multiple credible sources and reading the content thoroughly. When writing a research-based argument, students should use precise wording to accurately represent the scientific results, providing explanations in simple terms but avoiding oversimplifications (see the Writing Clarity and Formal Writing Rules pages for more details). Conduct responsible research from reliable sources, as evidence strengthens an argument, but the misrepresentation of evidence is unethical and detrimental to science as a practice. Technical writers must present science authentically and write to promote science literacy.
Mackenzie, Ann H. “Promoting Scientific Literacy in the Science Classroom.” National Science Teaching Association, May 2023, https://www.nsta.org/science-teacher/science-teacher-mayjune-2023/promoting-scientific-literacy-science-classroom. Accessed 2 December 2023.
National Academies of Sciences, Engineering, and Medicine, et al. Science Literacy: Concepts, Contexts, and Consequences. Edited by Catherine E. Snow and Kenne A. Dibner, National Academies Press, 2016. Accessed 16 November 2023.
Sorvik, Gard O. and Sonja M. Mork, “Scientific Literacy as Social Practice: Implications for Reading and Writing in Science Classrooms.” ResearchGate, November 2015, https://www.researchgate.net/publication/283497257_Scientific_literacy_as_social_practice_Implications_for_reading_and_writing_in_science_classrooms. Accessed 2 December 2023. Accessed 3 December 2023.