International Comparison and Experience Reference of National Assessment Projects on Scientific Literacy for Adolescents: United States, Australia, and New Zealand
LI Xiu-Ju, LI Meng, WANG Meng-Qian*
China Research Institute for Science Popularization, Beijing 100081, China
Abstract Taking the United States, Australia, and New Zealand as examples, this paper conducts an in-depth analysis and comparison of the construction experiences of international scientific literacy assessment systems from three dimensions: assessment frameworks, assessment tools, and assessment results. Based on this, the following four suggestions are proposed for the construction of a scientific literacy assessment system for adolescents in China: (1) Establish a scientific literacy assessment framework that aligns with China's national conditions, aiming to uncover talented individuals in scientific and technological innovation;(2) Develop comprehensive and hierarchical scientific literacy assessment tools centered on the development of interdisciplinary problem-solving skills; (3) Establish a scientific literacy assessment scale for primary and secondary schools in China with an international comparative perspective; (4) Guide the long-term development of science education in primary and secondary schools through collaborative participation of families, schools, and communities.
LI Xiu-Ju, LI Meng, WANG Meng-Qian. International Comparison and Experience Reference of National Assessment Projects on Scientific Literacy for Adolescents: United States, Australia, and New Zealand[J]. Chinese Journal of Chemical Education, 2025, 46(3): 109-116.
