Curriculum policy implications of the PISA scientific literacy framework

Abstract

Since 2000 the PISA-programme of the OECD assesses knowledge, skills and attitudes in the areas of reading, mathematics and science, areas which are seen as very important for the development of knowledge societies. Youngsters of age 15 in more than sixty countries are involved. The test items are based on three frameworks, not based on common curriculum standards but on knowledge requirements for future life. The PISA Scientific Literacy Framework deals with three competencies which are based on attitudes, contexts and knowledge, not only on science but also about science, i.e. procedural and epistemic aspects on which the work of scientists is based. The PISA-results are taken increasingly serious by media, ministers and members of parliament, resulting in visits to high ranking countries and quick measures, not always appreciated by teachers. In this paper it is argued that results should be interpreted with care and comments on interpretation of the results are given. Examples of implications for educational policy in various countries are shown. In view of the revised SL Framework (2015) recommendations are given for future international curriculum development.