Educational research The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school students Yael Shwartz* † , Ruth Ben-Zvi and Avi Hofstein The Department of Science Teaching, The Weizmann Institute of Science, Rehovot, 76100, Israel e-mail: yaels@umich.edu Received 26 April 2006, accepted 1 August 2006 Abstract: This study investigated the attainment of chemical literacy among 10 th -12 th grade chemistry students in Israel. Based on existing theoretical frameworks, assessment tools were developed, which measured students’ 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] Key words: scientific literacy, chemical literacy, high-school chemistry Introduction In science education we operate in an era in which achieving scientific literacy for all students is one of the main goals (NRC, 1996). The National Research Council (NRC) of the USA, and the American Association for the Advancement of Science published new standards and benchmarks regarding the content, pedagogy, and assessment of chemical literacy (AAAS, 1993; NRC, 1996). Scientific literacy is a broad term that incorporates scientific ideas and concepts within and across various scientific disciplines, as well as scientific practices. In order to understand the various components of scientific literacy, there is a need to investigate the unique components of literacy in the various scientific subjects. Several attempts were made to identify the various dimensions of biological literacy (BSCS, 1993). Efforts to establish a theoretical definition for chemical literacy were conducted by Yfrach (1999), Holman (2002), and more recently by Atkins (2005), and by Shwartz, Ben-Zvi and Hofstein (2005). The last definition was used as a framework for the current study, as will be described in the following sections. Assessment of scientific literacy Assessment is an important component of studying and learning. It is also important when the achievement of scientific literacy is the main learning goal. Two of the most comprehensive survey programs aimed at assessing scientific literacy are: The Program for † Center for Curriculum Materials in Science University of Michigan School of Education, Ann Arbor, MI, USA Chemistry Education Research and Practice, 2006, 7 (4), 203-225 This journal is © The Royal Society of Chemistry