ASSESSMENT DOMAIN AND PROGRESS MAP Assessment Domain: Scientific literacy

Abstract

The national review of the status and quality of teaching and learning of science in Australian schools (Goodrum, Hackling, & Rennie, 2001) argued that the broad purpose of science in the compulsory years of schooling is to develop scientific literacy for all students. Scientific literacy is a high priority for all citizens, helping them to be interested in, and understand the world around them, to engage in the discourses of and about science, to be sceptical and questioning of claims made by others about scientific matters, to be able to identify questions, investigate and draw evidence-based conclusions, and to make informed decisions about the environment and their own health and well-being (Hackling, Goodrum, & Rennie, 2001, p. 7). Scientific literacy is important as it contributes to the economic and social well-being of the nation, and improved decision-making at public and personal levels (Laugksch, 2000). The OECD PISA assessments focus on aspects of preparedness for adult life in terms of functional knowledge and skills that allow citizens to participate actively in society. It is argued that scientifically literate persons are “able to use scientific knowledge and processes not just to understand the natural world but (also) to participate in decisions that affect it ” (OECD Programme for International Student Assessment, 1999, p. 13). The OECD PISA (1999) has defined scientific literacy as: …the capacity to use scientific knowledge, to identify questions (investigate) 1 and to draw evidence-based conclusions in order to understand and help make decisions about the natural world and the changes made to it through human activity (p. 60)