Name: Ruth Chadwick
Strand: Doctoral
1. Research question
Investigate the development and assessment of scientific literacy in the Irish Junior Cycle
by drawing international comparisons. The research will focus on the Irish Junior Cycle
curricula and the Scottish Curriculum for Excellence, specifically the Irish Science in
Society Investigation and Scottish National 5 Assignment.
2. Introduction and background to the research
Scientific literacy, in a broad sense, is a familiarity with science on the part of the general
public. It is the knowledge a person needs in order to understand public issues involving
science. It allows a person to pick up today’s newspaper, read and most importantly,
understand the articles written about science (DeBoer 2000, Hazen & Trefil 2009).
The Irish Junior Cycle science course aims to enhance scientific literacy in students by
developing students’ ability to explain phenomena scientifically; their understanding of
scientific inquiry; and their ability to interpret and analyse scientific evidence and data to
draw appropriate conclusions. The NCCA uses the definition of scientific literacy put
forward by PISA and as such this investigation will also use this definition of scientific
literacy (NCCA 2015, OECD 2013).
The revision of the Irish Junior Cycle comes at a time of international curriculum change.
The Scottish Curriculum for Excellence is in its infancy, having been implemented over the
last few years. It is hoped that by examining the commonalities between the Irish and
Scottish curricula, lessons can be learnt. One such commonality is the use of a socioscientific research task as formal assessment. These are the Irish Science in Society
Investigation and the Scottish National 5 Assignment.
During this phase, in 2015/16, the investigation aims to:

Examine how the overall aims and marking criteria of the National 5 Assignment
match with PISA 2015 competencies and knowledge types of scientific literacy.

Investigate the development and assessment of the PISA competencies and
knowledge of
scientific literacy through observations of teachers’ and students’ everyday
practice carrying out the National 5 Assignment.

Investigate assessment of scientific literacy in the CfE National 5 course, through
the socio-scientific research task, the Assignment. This will be done through
examination of student work for which competencies are being demonstrated and
at what level these are demonstrated.

Investigate teachers’ views of the PISA competencies and knowledge of scientific
literacy being developed and assessed and compare to those evidenced in student
work.

Investigate students’ views of the PISA competencies and knowledge of scientific
literacy being developed and assessed and compare to those evidenced in student
work.
As a follow up to this investigation, similar methods will be used to investigate the Irish
Science in Society Investigation (SSI). This is planned for 2016/17
3. Research/ project plan
The Investigation will comprise of:

Lesson observations – Teachers will video themselves carrying out the National 5
Assignment. This will consist of a series of lessons, including an introduction,
research and write up stage.

Teacher reflection questionnaires - Teachers will complete a reflection
questionnaire after teaching the National 5 Assignment.

Pupil focus groups - Teachers will carry out pupil focus groups with students who
have completed the National 5 Assignment.

Pupil questionnaires – Students will complete a reflection questionnaire after
carrying out the National 5 Assignment.
4. Progress to date
The participating school is a mixed, non-denominational secondary school in Scotland.
Teachers are self-selecting and participate with their National 5, 4th year (S4), biology
classes.
Data collection has been carried out by the teachers in school. I plan to visit the school in
Scotland to meet with teachers and collect all questionnaires, video recordings and other
data in April/May.
A summary of progress and next steps is outlined in the table below:
Progress
Next Steps
Lesson observations: Video observations Detailed notes will be made while
comprise
the
series
of
six
lessons watching the videos.
(research to communication stages) from 4 Video recording/detailed notes will be
different
biology teachers and
their compared to the PISA competencies for
classes.
scientific literacy, examining for evidence
of student and teacher engagement with
the competencies.
Teacher Reflections: 8 teachers who Examination of teachers’ written reflection
currently
completed
teach
National
reflection
5
biology, will be carried out.
questionnaires Analysis of the checklist tables of skills will
relating to their experiences of teaching be carried out.
the National 5 Assignment and their
understanding of the PISA definition of
scientific literacy.
Pupil Focus Groups: Six pupil focus groups Detailed notes will be taken from listening
(of between 4 and 8 pupils) were carried to the audio recordings/videos.
out
by
teachers
questionnaires
and
completed
reflection Focus
by
groups
will
be
analysed
by
these comparing the recording/detailed notes to
students relating to their experiences of the PISA competencies for scientific
the National 5 Assignment and their literacy.
understanding of the PISA definition of The questions for the focus group relate
scientific literacy.
directly to participants views on the
scientific literacy competencies and can be
analysed both quantitatively, examining
whether or not competencies were used,
and
qualitatively,
examining
the
justifications and reasoning for students
choices
Pupil Questionnaires: All S4 National 5 The questionnaires relate directly to
biology pupils (approximately 150) have participants views on the scientific literacy
completed the reflection questionnaire competencies and can be analysed both
relating to pupils’ experiences of the quantitatively, examining whether or not
assignment and their understanding of the competencies
PISA definition of scientific literacy.
were
used,
and
qualitatively, examining the justifications
and reasoning for students choices.
Examination of student socio-scientific Student work produced for the National 5
research tasks: A pilot study took place in Assignment from previous student cohort
DCU
using
2nd
year
students.
undergraduate (2014/15), including research notes, final
reports and assigned grades will be
examined. Detailed notes will be taken
from reading the research notes/reports.
Student work will be analysed qualitatively
by examining the research notes and
reports for evidence of use of the PISA
scientific literacy competencies.
5. References
DeBoer, G. 2000. Scientific literacy: Another look at its historical and contemporary
meanings and its relationship to science education reform. Journal of Research in Science
Teaching, 37(6), pp.582-601.
Hazen, R.M. and Trefil, J. 2009. Science Matters: Achieving Scientific Literacy. 2nd ed. New
York: Anchor Books.
National Council for Curriculum and Assessment (NCCA) 2015. Junior cycle science:
Curriculum specification. Dublin, Ireland: National Council for Curriculum and Assessment
(NCCA).
OECD 2013. PISA 2015 draft science framework. France: OECD.