IBSE Final

Chapter 5 Science Teaching and assessing Students’ Scientific literacy

tHE tEACHING OF SCIENCE: 21 st-CENTURY PERSPECTIVES 97

Multidimensional Scientific Literacy

Multidimensional literacy consists of understanding the essential conceptual

structures of science as well as the features that make that understanding more

complete, such as the history and nature of science. In addition, individuals at

this level understand the relationship of disciplines to the whole of science and

technology and have competencies that contribute to the application of scientific

knowledge to personal and societal situations.

Scientific literacy implies a general education as opposed to specific future

scientist education for school programs. Although some science educators have

written about science and general education, science educators as a community

have not developed this idea as fully as it should be.

Scientific literacy is best defined as a continuum of understanding about

the natural and the designed world, from nominal to functional, conceptual,

and procedural, and multidimensional. This unique perspective broadens the

concept of scientific literacy to accommodate all students and give direction to

classroom teachers and those responsible for curriculum, assessment, research,

professional development, and administration to a broad range of students.

PISA 2006 provided an opportunity to survey the scientific literacy of 15-year-

olds in 57 countries that constitute approximately 90% of the world economy.

The next sections introduce PISA and identify potential linkages among scien-

tific literacy and classroom curriculum, instruction, and assessment.

PISA 2006: An Assessment of Scientific Literacy

The Programme for International Student Assessment (PISA) presents a unique

perspective on the science education landscape. Most assessments look back

at what students should have learned and whether they attained the knowl-

edge and skills described in the science curriculum. This observation is true

for most classroom, state, and national assessments. PISA looks ahead. Results

from PISA are used to extrapolate students’ present knowledge, attitudes, and

skills to assess their potential abilities in the future. At age 15, how well can

students apply their knowledge and skills in novel settings? The key point here

is the ability students have to apply their knowledge and skills because that is

what they will have to do in the future—as citizens. The essence and intended

meaning of scientific literacy is similar to PISA’s orientation.

The following sections introduce PISA 2006. This discussion is based on the

publication Assessing Scientific, Reading, and Mathematical Literacy: A Framework

for PISA 2006 (OECD 2006). In addition, PISA Science 2006: Implications for Science

Teachers and Teaching (Bybee and McCrae 2009) will interest science teachers.