• Linda Haschke
  • Inga Hahn
  • Sascha Bernholt
  • Jan Marten Ihme
Translated title of the contributionInvestigating the dimensionality of the PISA science test using the example of scientific literacy and domain-specific competencies
In Germany, science education is divided into the specific disciplines biology, chemistry, and physics. Consequently, students acquire domain-specific competencies besides scientific literacy. There is no evidence to what extend the science test of PISA is able to assess those domain-specific competencies additionally to the scientific literacy. Based on theoretical assumptions according to scientific literacy, this study addresses the questions (1) whether a unidimensional model of scientific literacy exceeds multidimensional models, (2) whether domain-specific competencies might fit a hierarchical structure or (3) whether domain-specific competencies can be analytically separated from scientific literacy. First order, second order, and nested factor models were analyzed by confirmatory factor analyses based on the German PISA-E data set of 2006. The results indicate that a unidimensional model of scientific literacy is preferable and that domain-specific competencies cannot be separated by means of the science test of PISA.
Original languageGerman
Pages (from-to)254-268
Number of pages15
StatePublished - 03.2017

    Research areas

  • Methodological research and development - PISA, science test, dimensionality, scientific literacy, domain-specific competencies

ID: 659110