Assessing Portuguese Elementary School Students’ Scientific Literacy: Application of the ALCE Instrument

Abstract

The study aimed to identify the scientific literacy level of students at the end of the third cycle of Portuguese basic education and verify how the variables sex, failure, a liking for the subject, socio-economic level of the schools and course option in secondary education were related to the students’ scientific literacy levels. Data from the ALCE instrument, answered by 516 ninth-grade students from 20 public schools in mainland Portugal, revealed that 64.14% were classified as being scientifically literate and that most students were had a moderate level of scientific literacy. On average, significant differences were observed only between the students’ scientific literacy levels and the variables related to a liking for natural science and physical chemistry subjects, course option in secondary education and socio-economic level of the schools. Among the investigated variables, only the option of vocational courses, the option of science and technology and a liking for physical chemistry were able to predict, partially, the students’ scientific literacy levels. In summary, the results of the scientific literacy level of the students and the number of scientifically literate students were positive and similar to those verified in external evaluations and in other studies assessing the scientific literacy of this education cycle or similar.