استادیار پژوهشکده برنامه ریزی درسی و نوآوری های آموزشی، پژوهشگاه مطالعات آموزش و پرورش، تهران؛
عنوان مقاله [English]
This study was undertaken to examine what university instructors and high school chemistry instructors mean when they use the term “chemical literacy”. Therefore, the main goal in this research was to define the chemical literacy. A sample including 201 high school chemistry teachers and 16 university chemistry instructors (chemists) of 6 provinces of Iran were selected and participated in the study. The process of defining it included a general framework for defining chemical literacy, as well as specific content requirements for achieving the basic level of the chemical literacy, and the level which every high school graduate should achieve. The research method has been of descriptive-survey type. The viewpoints of several chemists and teachers were collected through the use of interviews & questionnaires. In order to analyze the data, the descriptive and inferential statistics (t-test) were used. The results showed that teachers and chemists perceived the general framework for defining chemical literacy similarly. The definition of chemical literacy, suggested within this study consists of four dimensions: content, context, skills, and affective aspects. This innovative and native definition is in harmony with chemistry curriculum and high schools facilities, and could be implemented in Iranian educational system. Also, it is valid according to university chemistry instructors and high school chemistry teachers’ viewpoints.