OECD Programme for International Student Assessment (PISA)

Scientific literacy

In PISA, scientific literacy is defined as:

an individual’s scientific knowledge and use of that knowledge to identify questions, to acquire new knowledge, to explain scientific phenomena, and to draw evidence-based conclusions about science-related issues, understanding of the characteristic features of science as a form of human knowledge and enquiry, awareness of how science and technology shape our material, intellectual, and cultural environments, and willingness to engage in science-related issues, and with the issues of science, as a reflective citizen. (OECD, 2009, p.14)

Scientific literacy relates to the ability to think scientifically and to use scientific knowledge and processes to both understand the world around us and to participate in decisions that affect it. Increasingly, science and technology are shaping our lives. Scientific literacy is considered to be a key outcome of education for all students by the end of schooling —not just for future scientists— given the growing centrality of science and technology in modern societies. The skill of being able to think scientifically about evidence and the absence of evidence for claims that are made in the media and elsewhere is vital to daily life. The assessment framework for science includes three strands:

Scientific knowledge or concepts constitute the links that aid understanding of related phenomena. In PISA, while the concepts are familiar ones relating to physics, chemistry, biological sciences, and Earth and space sciences, students are required to apply the content of the items and not just recall them.
Scientific processes are centred on the ability to acquire, interpret and act upon evidence. Three such processes present in PISA relate to: i) describing, explaining and predicting scientific phenomena, ii) understanding scientific investigation, and iii) interpreting scientific evidence and conclusions.
Situations and context relate to the application of scientific knowledge and the use of scientific applied. The framework identifies three main areas: science in life and health, science in Earth and environment, and science in technology.

Scientific Literacy in PISA 2006

Scientific Literacy in PISA 2003

Download the national Australian report from the reports page.