Assessing student's level of scientific literacy using interdisciplinary scenarios

Abstract

The goal of this study was to develop an instrument for assessing grade 10 and 11 student’s levels of scientific literacy in the areas of problem solving and decision making. In concentrating on determining the scientific literacy of gymnasium level students, it was taken as a first; previous international studies like PISA have focused on ninth grade students. The study used four interdisciplinary situations in a personal, social and global context, taken from everyday life, and answers were expected at higher levels of scientific thinking. In addition, student’s opinions were sought about their interest related to the kind of instruments used, with the intention of considering their opinions if later modifying the instrument. The sample (N=62) was composed of 10 and 11 grade students in two schools. Results indicated that it is possible to develop an instrument for dividing students’ responses between levels of scientific literacy, although most students responded at the functional level with very few at the multidimensional level and this despite the fact that the questions were developed to assess higher levels of scientific literacy. In the students’ opinion, the more interesting situations were those in a personal and social context. Students justified this by answering that their capability to solve problems and make decisions by utilizing science knowledge and skills was best in such situations. In reality, they still operated at a functional level as indicated by their responses.