Representative nature of scientific literacy themes in a high school chemistry course: the case of Zambia

Abstract

The purpose of this study was to find out how the scientific literacy themes are represented in the current Zambian high school chemistry syllabus, textbooks and grade twelve chemistry examination papers in an attempt to find out whether or not the chemistry course has adequate potential to contribute to the preparation of scientifically literate citizens. The results show some disparity among the high school chemistry course materials. The chemistry syllabus had a better representation of the scientific literacy themes than the chemistry textbooks and examination papers. The chemistry textbooks mostly emphasized science as a body of knowledge theme, whereas the examination papers mostly covered the investigative nature of science theme. Both the chemistry syllabus and examination paper 2 placed some emphasis on the interaction of science and technology theme. Despite the disparity in the representation of scientific literacy themes among the high school chemistry course materials, the course has adequate potential to contribute to the preparation of scientifically literate citizens.