Studies on the State of Scientific Literacy Among Secondary School Students

基于最终有必要制定强调培养科学素养的课程的想法，这项研究揭示了学龄儿童科学素养的各种要素的实际状况。这些要素除了包括阅读、写作和理解的基本技能外，还包括运用解决问题过程的技能的能力，科学判断的能力(决策能力)，以及科学的世界观和态度等天赋。此外，这项研究还回顾了有关科学素养的理论。研究报告了以下事项：(1)科学素养的定义和要素以及学龄儿童的科学素养现状；(2)关于素养的争议点；(3)户外课程和环境科学素养；(4)对科学素养的兴趣；(5)对六年级和八年级学生共同存在的问题的比较；(5)通过一项“基本学习能力”调查揭示的问题；(6)第二届国际科学研究组织进行的实用技能测试结果的国际比较；(7)美国和欧洲国家成年人科学素养的实际状况；(8)TIMSS数学和科学框架。

Based on the thinking that it will ultimately be necessary to go so far as develop a curriculum that stresses the fostering of scientific literacy, the study exposed the actual state of the various elements of scientific literacy, among school children. These elements included, in addition to the basic skills of reading, writing, and comprehension, the ability to use the skills of the problem solving process, the ability to make judgments scientifically (decision-making ability), and such endowments as a scientific outlook and attitude. In addition, the study also reviewed theories concerning scientific literacy.The study reported on the following matters.(1) The definition and elements of scientific literacy and the actual state of scientific literacy among school children ;(2) Disputed points concerning literacy ;(3) Outdoor lessons and literacy in environmental science ;(4) A taste for scientific literacy ;(5) A comparison of the problems common to sixth and eight graders revealed by a survey of "basic scholastic abilities" ;(6) International comparisons of the results of a practical skills test conducted by the Second International Science Study ;(7) The actual state of scientific literacy among adults in the U.S.and European countries ;(8) The TIMSS framework for mathematics and science.