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PISA Science Literacy Assessment Frameworks, Characteristics and Implications (2006-2025)

Author(s)

Xingsu Jia, Miaomiao Zeng*

Affiliation(s)

School of Education, Zhaoqing University, Zhaoqing, China *Corresponding Author

Abstract

Against the backdrop of global technological competition and China's science education reform, this study focuses on the PISA 2006, 2015, and 2025 science literacy assessment frameworks. It analyzes their evolutionary characteristics from four core dimensions—scientific contexts, scientific knowledge, scientific competencies, and scientific attitudes/identity—presenting transitions from "life relevance to contemporary responsibility", "static classification to dynamic integration", "basic application to action orientation", and "external tendency to internal identification". The research finds that the frameworks have achieved a systematic transformation from "knowledge-oriented" to "competency-oriented", providing valuable insights for China's science education. Based on this, the paper proposes implications including strengthening the creation of contemporary contexts, promoting interdisciplinary knowledge integration, implementing inquiry-based teaching, and constructing scientific identity, so as to facilitate the cultivation of Chinese adolescents' science literacy and the high-quality development of science education.

Keywords

PISA Science Assessment Framework; Science Literacy; Science Education; Evolutionary Characteristics; Educational Implications

References

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