Yael Shwartz

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

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 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]

The IQWST Experience: Using Coherence as a Design Principle for a Middle School Science Curriculum

Coherent curricula are needed to help students develop deep understanding of important ideas in science. Too often students experience curriculum that is piecemeal and lacks coordination and consistency across time, topics, and disciplines. Investigating and Questioning our World through Science and Technology (IQWST) is a middle school science curriculum project that attempts to address these problems. IQWST units are built on 5 key aspects of coherence: (1) learning goal coherence; (2) intraunit coherence between content learning goals, scientific practices, and curricular activities; (3) interunit coherence supporting multidisciplinary connections and dependencies; (4) coherence between professional development and curriculum materials to support classroom enactment; and (5) coherence between science literacy expectations and general literacy skills. Dealing with these aspects of coherence involves trade-offs and challenges. This article illustrates some of the challenges related to the first 3 aspects of coherence and the way we have chosen to deal with them. Preliminary results regarding the effectiveness of IQWSTs approach to these challenges are presented.

The importance of involving high‐school chemistry teachers in the process of defining the operational meaning of ‘chemical literacy’

The ongoing reform in science education in many countries, including Israel, has attainment of scientific literacy for all as one of its main goals. In this context, it is important to provide teachers with the opportunity to construct meaning for the term science literacy and by doing so to obtain a clear understanding of the new teaching goals. Here we report on a study in which teachers, as part of their professional development, were involved in defining the term ‘chemical literacy’; they discussed the need for it, and suggested educational experiences that are necessary in order to attain it. The programme was conducted as part of a reform in the content, as well as in the pedagogy, of chemistry education in Israel. The collected data provide some insights regarding the process by which the teachers’ perception of ‘chemical literacy’ developed and the way actual school practice influences teachers’ perception of ‘chemical literacy’.