How to promote chemical literacy? On-line question posing and communicating with scientists

Abstract

Facilitating students' chemical literacy is a focal point of current science education. This study examines views of chemists and chemistry teachers on chemical literacy and, more broadly, on scientific literacy of four kinds of stakeholders: scientists, teachers, STEM students, and the educated public. We explored the views of 347 participants, representing the four stakeholder groups with diversified scientific literacy, and an Ask-a-Scientist public website as a communication channel for facilitating chemical literacy through posing questions. Research tools included interviews, open-ended questionnaires, and questions retrieved from the website. We found that the questions posed on the website expressed a range of levels of chemical literacy that the students had constructed. The stakeholder groups expressed diverse perspectives of their experiences using various types of communication channels, arguing for the need to encourage students to pose questions and receive scientists' responses. Our study is placed in the larger context of scientific literacy and communication channels, as it takes the example of chemical literacy, with a focus on communications among scientists and chemistry teachers in the context of an Ask-a-Scientist website. It has established a link between responses of various stakeholders and the literature definitions regarding scientific literacy with focus on chemical literacy. From a practical viewpoint, the study presents a productive communication channel for posing questions in the context of chemistry and other sciences. Methodologically, this study includes the design of tools for analyzing both the views of different stakeholders and for evaluating the complexity level of chemistry questions, which might serve chemistry educators.

Citizen Science as a Pedagogical Tool in Chemistry Education: Students’ Attitudes and Teachers’ Perceptions

“…Beyond scientific literacy in its broadest sense, it is also important to foster more specific literacies, such as chemistry literacy (Chang & Chiu, 2005;Gilbert & Treagust, 2009;Talanquer & Sevian, 2013). Kohen et al (2020) argue for the need to promote students' chemical literacy because developing an "ability to understand, and critically evaluate ideas and arguments in the media pertaining to chemistry content, enables one to cope with situations that citizens are likely to encounter in real-life scientific and technological contexts which surround them" (p. 250). As highlighted by Chang and Goldsby (2016), "chemistry is an active, evolving science that has vital importance to our world, in both the realm of nature and the realm of society" (p. 2).…”

“…As highlighted by Chang and Goldsby (2016), "chemistry is an active, evolving science that has vital importance to our world, in both the realm of nature and the realm of society" (p. 2). Thus, promoting chemical literacy among students becomes essential because, as mentioned by Kohen et al (2020), "by fostering chemical literacy, students understand better the role of chemistry in their lives and society and acquire the skills to actively participate in the relevant civic and political debates" (p. 251). Chemical literacy, in addition to encompassing the contexts, knowledge and skills related to chemistry, also has an affective dimension that pertains to the expression of interest in matters associated with chemistry (Kohen et al, 2020;Shwartz et al, 2006).…”

“…Thus, promoting chemical literacy among students becomes essential because, as mentioned by Kohen et al (2020), "by fostering chemical literacy, students understand better the role of chemistry in their lives and society and acquire the skills to actively participate in the relevant civic and political debates" (p. 251). Chemical literacy, in addition to encompassing the contexts, knowledge and skills related to chemistry, also has an affective dimension that pertains to the expression of interest in matters associated with chemistry (Kohen et al, 2020;Shwartz et al, 2006). For example, Kohen et al (2020) and Osborne et al (2003) have found that students reveal distinct levels of interest for different scientific areas.…”

“…Chemical literacy, in addition to encompassing the contexts, knowledge and skills related to chemistry, also has an affective dimension that pertains to the expression of interest in matters associated with chemistry (Kohen et al, 2020;Shwartz et al, 2006). For example, Kohen et al (2020) and Osborne et al (2003) have found that students reveal distinct levels of interest for different scientific areas. In the case of chemistry, students often reveal little interest, since identifying its relevance in daily life is less obvious (Salta & Tzougraki, 2004;Tytler & Osborne, 2012).…”

Development of Pisa 2015 Based Chemical Literacy Assessment Instrument For High School Students

“…Chemical literacy is the ability to use chemistry in various relevant contexts (Shwartz, 2005). It covers knowledge and skills on chemistry required in the comprehension of chemistrybased socio-scientific issues (Kohen et al, 2020). A person with great chemical literacy understand the primary chemical idea, recognise the significance of chemistry in explaining daily phenomena, understand the connection between chemistry and socio-culture, demonstrate an interest in chemical issues, use chemical understanding in their daily life as customers, making a decision, and participate in social debate (Shwartz, 2005).…”