Gender and Scientific Literacy Levels: Implications for Sustainable Science and Technology Education (STE) for the 21st Century Jobs.

Abstract

Thriving in the 21st century knowledge-intensive, technology-driven economy requires that students be equipped with the pre-requisite life skills such as those of critical thinking, cognition, information technology, problem solving and entrepreneurship. These skills are also attributes of scientific literacy. Attainment of scientific literacy at reasonable levels is therefore important. In line with the 21st century global demands, existing Science and Technology Education (STE) curricula in Nigeria were reviewed and restructured. The Basic Science Curricula at the primary and junior secondary school levels are examples of such curricula. These emphasize adequate acquisition of scientific literacy as their primary objective. The significance of scientific literacy therefore demands that their levels of attainment among pupils exposed to such Basic Science Curricula be investigated. In the present study, extent of attainment of scientific literacy at its various levels by male and female Basic Science students was investigated, using an instrument - Test of Scientific Literacy Levels (TOSL) - on students from four schools randomly selected from co-educational schools in Abia State of Nigeria. Results indicated very low performance in the attainment of aggregate scientific literacy attributes as well as in the four various scientific literacy levels. However, male students significantly performed better than their female counterparts. These findings imply that the competencies needed for thriving in the 21st century competitive global market and which are also attributes of scientific literacy  and entrepreneurship development are not being adequately acquired. Inquiry oriented/problem solving - interactive pedagogical approaches that will enhance scientific literacy attainment by youths should be implemented.

Keywords: Literacy, gender, Science education