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The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school students

机译：使用科学素养分类法评估高中学生化学素养的发展

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This study investigated the attainment of chemical literacy among 10th-12th grade chemistry students in Israel. Based on existing theoretical frameworks, assessment tools were developed, which measured studentsa€? ability to: a) recognize chemical concepts as such (nominal literacy); b) define some key-concepts (functional literacy); c) use their understanding of chemical concepts to explain phenomena (conceptual literacy); and d) use their knowledge in chemistry to read a short article, or analyze information provided in commercial ads or internet resources (multi-dimensional literacy). It was found that students improve their nominal and functional literacy; however, higher levels of chemical literacy, as defined within these frameworks, are only partly met. The findings can be helpful in the process of designing new curricula, and emphasizing certain instructional strategies in order to foster chemical literacy. [Chem. Educ. Res. Pract., 2006, 7 (4), 203-225]
机译：这项研究调查了以色列10至12年级化学专业学生的化学素养水平。根据现有的理论框架，开发了评估工具，用于评估学生具备以下能力：a）识别化学概念（名义素养）; b）定义一些关键概念（功能素养）; c）用他们对化学概念的理解来解释现象（概念素养）; d）利用他们在化学上的知识阅读短文，或分析商业广告或互联网资源中提供的信息（多维素养）。研究发现，学生提高了他们的名义和功能素养;但是，只能部分满足这些框架中定义的更高的化学素养水平。这些发现在设计新课程，强调某些教学策略以提高化学素养的过程中可能会有所帮助。 [化学。教育。 Res。实用医学杂志，2006，7（4），203-225]

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