Assessment of scientific literacy – theoretical perspective
In order to assess any aspect of scientific literacy, some theoretical issues need to be
addressed: the first is the understanding that being scientifically literate is not a ‘yes or no’
situation. There are various levels and expressions of scientific literacy. For example, Shen
(1975), Pella (1976), Scribner (1986) and Shamos, (1995) all suggested similar levels. The
lowest level is often called practical or functional literacy and refers to the ability of a person
to function normally in their daily life, as a consumer of scientific and technological products.
It deals with basic human needs such as food, health, and shelter. Higher levels of literacy,
such as civic literacy (or literacy as power), refer to the ability of a person to participate
wisely in a social debate concerning scientific and technologically related issues. Cultural or
ideal literacy includes an appreciation of the scientific endeavor, and the perception of
science as a major intellectual activity. Shamos (1989) also suggested a ‘passive to active’
scale, which differentiates recall of knowledge and memorizing from communicating and
using scientific ideas.