International Science Educators’ Perceptions of Scientific Literacy

Assessing secondary students’ scientific literacy: A comparative study of suburban schools in England and Malaysia

“…For example, Gyllenpalm et al (2010) emphasised the call for scientific literacy as a general goal of science education, highlighting that students need to develop an understanding beyond scientific concepts and skills. Although there are different interpretations of scientific literacy's meaning (DeBoer, 2000;Fensham, 2004;Hodson, 2002;Kolstø, 2001;Tippins et al, 2000), there is no clearly agreed and well-articulated definition (Hodson, 2008;Millar, 2008;Osborne, 2007). Norris and Phillips (2003) contended that the term scientific literacy incorporates various components, including: (i) knowledge of the substantive content of science and the ability to distinguish it from non-science, (ii) understanding science and its applications, (iii) knowledge of what counts as science, (iv) independence in learning about science, (v) ability to think scientifically, (vi) ability to use scientific knowledge in problem solving, (vii) knowledge needed for intelligent participation in science-based issues, (viii) understanding the nature of science, including its relationship with culture, (ix) appreciation of and comfort with science, including its wonder and curiosity, (x) knowledge of the risks and benefits of science, and (xi) ability to think critically about science and to deal with scientific expertise.…”