Measurement And Analysis Of High School Students' Chemical Literacy

Improving scientific literacy is a major goal of today 's education.The teaching of high school chemistry aims to improve the students 'chemical literacy,but the curriculum reform has been carried out for many years.Due to the lack of students' level of measurement tools,the cultivation of chemical literacy is difficult to know.To solve these doubts,the author has carried on the thorough research to the scientific literacy and the chemical literacy,has developed the measurement tool of chemical literacy,and proposed three dimensions to measure the chemistry literacy.According to the measurement needs,the specific content of each dimension is listed.According to the three dimensions of chemical literacy,the two-way questionnaire of the questionnaire was listed,and the questionnaire was compiled.The coverage of each dimension in the questionnaire is high.SPSS17.0 was used to analyze the significance of the items in the questionnaire,and the reliability and validity of the questionnaire data were analyzed.According to the analysis results,the questionnaire was modified and adjusted to ensure that the questionnaire had good reliability and validity.The chemical literacy of high school students in a secondary school was measured by using the developed questionnaire,and the measurement results were analyzed.The results show that the school students have low level of chemical literacy,among which there are obvious differences in the chemical literacy between liberal arts students and science students,especially in the dimension of knowledge and skills and the dimension of process and method.The chemistry of science students has increased with the growth of grades,and liberal arts students do not have this phenomenon.In addition,there was no significant difference in the level of chemical literacy among students of different gender.