Abstract: 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]
Key words: scientific literacy,