Manifestation of Three Visions of Scientific Literacy in a Senior High School Chemistry Curriculum: A Content Analysis Study

Abstract

Three visions of scientific literacy have been discussed in the literature of science and chemistry education, but little is known of their embodiment in chemistry curricula. Grounded on the conjunction of the three visions of scientific literacy and the subject matter of chemistry, this study investigated the manifestation of scientific literacy in an official senior high school chemistry curriculum (SHSCC) promulgated by the Ministry of Education of China in 2018. Content analysis was employed as the research method with "performance requirements" of this chemistry curriculum document as the target of the analysis. Both qualitative and quantitative results were obtained. With regard to qualitative results, 11 categories of the subject matter of chemistry under Visions I, II, and III were identified, implying that curriculum content has been tremendously broadened in the SHSCC. With regard to quantitative results, a major finding is that Vision I dominates the whole curriculum in spite of a rather large amount of the subject matter of chemistry under Visions II and III. In addition, it was found that various distributions of the three visions of scientific literacy exist in the three types of chemistry courses incorporated in the 2018 SHSCC. On the basis of these findings, desirable patterns of the proportions of the subject matter of chemistry under three visions of scientific literacy would be suggested for those chemistry courses that are intended to meet various needs of different groups of students.

Progression from Chinese High School onto a TransNational Chinese-UK University joint BSc degree in chemistry; an international study focussing on laboratory practical skills

“…From the original imitation of the Soviet model that was introduced between 1950-1958, to the inclusion of modern teaching methods from the UK and the USA (Li, 2001;Wang, 2001). After 1980, a set of chemistry courses suitable for China's national conditions were developed (Wei 2005(Wei , 2020(Wei , 2022, however, even today, the education model is still based on exam results. For progression into a Chinese University, students need to complete three years of high school study to successfully gain the GaoKao (university entrance examination).…”

“…Unfortunately, the HS chemistry curriculum was designed independently and is not closely aligned to the university curriculum, (Wei, 2005), meaning for students entering university to study chemistry there will be some knowledge gaps. Several chemistry curriculum reforms have led to improvements in the quality and overall educational standards, (Wei, 2019(Wei, , 2020(Wei, , 2022. The latest HS programme, 2018 known as the Senior High School Chemistry Curriculum (SHSCC) considered the chemistry course structure from the UK and other western countries which allow progression from High School (HS) to university to be smoother.…”

Study Reporting an Elective Chemistry Course Titled “The Mysteries of Chemistry in Intangible Cultural Heritage” to Fulfill the Vision of Science Literacy

“…They also simultaneously guide students to attend to the societal applications of chemistry and participate in social science activities. 7 These three elements combine to establish the objectives of the curricula of elective chemistry courses.…”

“…Therefore, such courses nurture critical thinking, cooperation skills, innovation, and imagination in students in addition to disseminating chemistry-based knowledge and cognitive skills. They also simultaneously guide students to attend to the societal applications of chemistry and participate in social science activities . These three elements combine to establish the objectives of the curricula of elective chemistry courses.…”

Analysis of Students' Scientific Literacy Skill in terms of Gender Using Science Teaching Materials Discovery Model Assisted by PhET Simulation

“…In Indonesia, 35% of students are still in the competency group level 1a and 17% at lower levels. One factor contributing to Indonesian students' low levels of scientific literacy is their inability to read and interpret information presented to them in the form of tables, graphs, charts, and other introductions (Pujawan et al, 2022); students understand science as a theory so that it is still difficult to apply scientific concepts and scientific facts (Lestari et al, 2019;Rahayu et al, 2022); the level of students' understanding of the nature of science which includes is still low (Wei & Lin, 2022).…”