An investigation of a construct of scientific literacy

Much rhetoric has been promulgated concerning the scientific literacy of American students and science teachers. Yet, perceptions and assessments of scientific literacy vary as to definition and measurement. The focus of the present study was to conduct a meta-analysis concerning scientific literacy and science teachers. Four studies from a poll of 663 were deemed appropriate for analysis. Of these studies (one a meta-analysis), effect size was greater in those measuring parameters similar to NAEP criteria. Curricula that emphasized an integration of science/technology/society conceptualizations produced "more literate" individuals than did studies of scientific literacy utilizing other assessment criteria. Because so few true experiments were located, these results must be viewed tentatively at best. In addition, an instrument was designed and piloted in a course that followed the NAEP assessment criteria. In pretesting, science education students performed no differently than did other non-science education students. Post-testing after 11 weeks indicated significant changes in the knowledge, understanding, and decision-making skills of science education students as compared to other education students, producing effect sizes similar to those found in the meta-analysis.