Literacy Survey Of High School Chemistry And Analysis

It is widely accepted that developing students' scientific literacy is the goal of science education. But how can we develop their scientific literacy in different science subjects? The author of the paper tries to construct the conceptual definition and working definition of chemical literacy and develop a practical tool to test it. The author suggests that chemical literacy consists of four dimensions: key chemical concepts, chemistry and life, the academic process and methods of chemistry science, the attitude and values, then the author explores chemical literacy of senior school students with questionnaire and interview some typical students. The results show that: (1) The chemical literacy has not developed when students learn more knowledge while their misconceptions haven't decreased; (2) Knowledge is separated from students' experiences. Their living experiences and ability are not enough to use knowledge; (3) Preconception is an important factor to misconception; (4) Different subjects are sharply divided and "closely guarded against each other". In the end of the paper, the author puts forward some suggestions about education reform of chemistry teaching.