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Issue 4, 2006
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The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school students

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Abstract

This study investigated the attainment of chemical literacy among 10th-12th grade chemistry students in Israel. Based on existing theoretical frameworks, assessment tools were developed, which measured students’ ability to: a) recognize chemical concepts as such (nominal literacy); b) define some key-concepts (functional literacy); c) use their understanding of chemical concepts to explain phenomena (conceptual literacy); and d) use their knowledge in chemistry to read a short article, or analyze information provided in commercial ads or internet resources (multi-dimensional literacy). It was found that students improve their nominal and functional literacy; however, higher levels of chemical literacy, as defined within these frameworks, are only partly met. The findings can be helpful in the process of designing new curricula, and emphasizing certain instructional strategies in order to foster chemical literacy. [Chem. Educ. Res. Pract., 2006, 7 (4), 203-225]

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Publication details

The article was received on 26 Apr 2006 and accepted on 01 Aug 2006


Article type: Paper
DOI: 10.1039/B6RP90011A
Chem. Educ. Res. Pract., 2006,7, 203-225

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    The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school students

    Y. Shwartz, R. Ben-Zvi and A. Hofstein, Chem. Educ. Res. Pract., 2006, 7, 203
    DOI: 10.1039/B6RP90011A

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